Local Control and Accountability Plans Annual Update BOTH MICAELA & ANGELICA

Annual update

Revised Section 1and Annual Update Implications 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. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements for school districts; Education Code sections 52066(g), 52068 and 56029 specify the minimum requirements for charter schools. In addition, Education Code section 58985 specified the requirements for translation of documents. Education Code 52060 (g) A governing board of a school district shall consult with teachers, principals, administrators, and other school personnel, local bargaining units of the school district, parents, and pupils developing a local control and accountability plan. Education Code 52066 (g) has the same requirements for county offices of education BSB The template inclusion of Education Code 52060 (g) for districts and charters and 52066 (g) for county offices of education makes clear which stakeholders should be consulted with during the LCAP development process. The law was always there, it is just more clearly called out now. Local Control and Accountability Plans

Revised Section 1and Annual Update Implications Section 1: Stakeholder Engagement Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA’s goals, actions, services and expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes, describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals, actions, services, and expenditures. Previously, the verb was “engage” and now it is “consult” which matches Education Code 52060. Added to the instructions are all the people who are to be consulted, including “school personnel” and “local bargaining units as applicable,” also in Education Code 52060. The remaining changes are related to capturing in the revised Section 2 what was previously in Sections 2 and 3A and 3B. BSB Local Control and Accountability Plans

Revised Section 1: Guiding Questions on Stakeholder Engagement How have applicable stakeholders (e.g., including parents and pupils of unduplicated pupils and unduplicated pupils identified in Education Code 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies, county office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community organizations representing English learners and others as appropriate) been engaged in developing, reviewing, and support implementation of the LCAP? How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP? BSB Question 1 re-organized how the stakeholders are listed but the only new parts are the substitution of the words “applicable stakeholders” for “other stakeholders” and the specific inclusion of unduplicated pupils and their parents. Local Control and Accountability Plans

Revised Section 1: Guiding Questions on Stakeholder Engagement (continued) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process? How was this information made available? What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of the LEA’s engagement processes? What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068, and 47606.5, including engagement with representative parents of pupils identified in Education Code section 42238.01? BSB There were no revisions in this group of questions. Local Control and Accountability Plans Local Control and Accountability Plans

Revised Section 1: Guiding Questions on Stakeholder Engagement (continued) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)? How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved outcomes for pupils, including unduplicated pupils, related to the state priorities? BSB The final two guiding questions for Stakeholder Engagement are new. Question 6 makes clear the new regulatory (5 CCR 15495(a) definition of “consult with pupils.” This was always in statute, just not called out in the first version of the template. Question 7 makes clear the expectation that stakeholders continue to be involved to support improved outcomes for pupils, including unduplicated pupils.

Revised Section 1: LCAP Template Involvement Process Impact on LCAP   Annual Update: BSB The slide captures the addition of the boxes for the Annual Update. Local Control and Accountability Plans Local Control and Accountability Plans

Classification of Students for LCFF English Learners (EL) Low Income (LI) Foster Youth (FY) Based on Home Language Survey and California English Language Development Test (CELDT) No time limit for funding Reclassified students (Fluent English Proficient) will no longer generate additional funding Qualify based on free and reduced price meals eligibility. Foster youth are students who have been placed into an institution, group home, or private home of a state-certified caregiver or under the placement and care of the county welfare department, county probation department or tribal organization. All foster youth qualify as Low Income students. BSB The next couple of slides are reminders of the unduplicated student definitions in Education Code 42238.01 and the subgroups identified in Education Code 52052. Classification of EL Students. For the purposes of the Local Control Funding Formula (LCFF), students are classified as EL based on a home language survey and the California English Language Development Test (CELDT). If a parent or guardian reports on the home language survey that a language other than English is the student’s initial language learned or the primary language used at home, the student is required to take the CELDT. If the student is determined by the school district not to be English proficient based on CELDT results, then the student is classified as EL. Each year thereafter, an EL student is reassessed using the CELDT. Once a student is determined to be English proficient – based on CELDT results, performance on other state assessments, teacher input, and local criteria – the student is reclassified as Fluent English Proficient (FEP). Each school district can use its own criteria for reclassifying EL students as FEP. Under the LCFF, no time limit is placed on how long an EL student can generate supplemental and concentration funding for a district, but a student reclassified as FEP who is not also LI will no longer generate additional funding. Actions and services and expenditures for FEP students are captured in Section 2 of the LCAP. Classification of LI Students. For the purposes of the LCFF, LI students are those that qualify for free and reduced price meals (FRPM). Eligibility for FRPM is determined by school districts through a variety of means. In many cases, students are determined FRPM-eligible through an application process sent to students’ households. If the household’s income is below 185 percent of the federal poverty line ($43,568 for a family of four), the student is eligible for FRPM. In other cases, students are directly certified as FRPM-eligible due to participation in other social service programs, such as the California Work Opportunity and Responsibility to Kids program. Foster youth automatically are eligible for FRPM, therefore, the foster family’s income has no bearing on the foster student’s FRPM eligibility. An LI student will generate supplemental and concentration funding for a district until the student is no longer FRPM-eligible.

Racial/Ethnic Subgroups Subgroups are considered numerically significant if there are 30 or more students with the exception of Foster Youth where 15 students are considered numerically significant. Racial/Ethnic Subgroups Other Subgroups Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or more races English Learners Low Income Students with Disabilities Foster Youth BSB It’s important to remember that the subgroup size is 30 or more students and that Foster Youth become a significant subgroup with 15 students. 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.” ED 52052 refers to “socioeconomically disadvantaged pupils” instead of “low income” students. Local Control and Accountability Plans

Required Representation from Parent Groups Parent Advisory Group Low Income rep Foster Youth rep All Parents District EL Parent Advisory Group (if district enrollment includes): 15% ELs At least 50 EL pupils English Learner rep If students are part of one or more of these subgroups, parents or families must be included in the Parent Advisory Group. Members of pre-existing committees (DELAC) may be included in the LCAP EL Parent Advisory Committee. BSB This slide is a reminder of the required representation from parent groups. Be sure to review the information in the green boxes. LEAs may use existing DELAC if they meet the requirements of statute and existing Title I DAC for district level parent advisory committee. The Parent Advisory Group and English Learner Parent Advisory Group must be made up of a majority of parents and must include parents of unduplicated students. The EL Parent Advisory Group must be made up of a majority of parents of English learners. Local Control and Accountability Plans

Team Discussion 5 minutes What is your process this year for continuing to work with stakeholder groups to monitor goal implementation and student outcomes? How do you intend to consult with all groups? BSB We have come to our first activity/discussion. Please take time to discuss these questions with your district team/elbow partner. While we are not allowing a great deal of time, many of these discussion questions can be continued back home in your districts. 5 minutes Local Control and Accountability Plans

Revised LCAP Section 1: Stakeholder Engagement Section 2: Goals, Actions, Expenditures, and Progress indicators Annual Update ESB Let’s begin a more detailed look at the Annual Update section of the revised template. Section 3: Use of Supplemental and Concentration Grant Funds and Proportionality Local Control and Accountability Plans

Annual Update ESB You can copy and paste from the year 1 2014-15 template into the Annual Update. We have labeled where you will find the information you need in your 2014-15 approved LCAP. Local Control and Accountability Plans Local Control and Accountability Plans

Annual Update ESB On the left side of the template you will capture what was the original plan. On the right hand side of the template you will capture what actually happened. At the bottom of the template you will capture the changes that you will make (or not) as a result of analyzing those efforts. Were the expected results achieved? And most importantly, what changes will be needed in the LCAP for 2015-2016?

Annual Update Annual Update Instructions: For each goal in the prior LCAP year, review the progress toward the expected annual outcome(s) based on, at a minimum, the required metrics pursuant to Education Code sections 52060 and 52066. The review must include an assessment of the effectiveness of the specific actions.  Describe any changes to the actions or goals the LEA will take as a result of the review and assessment. In addition, review the applicability of each goal in the LCAP. ESB Here are the directions for completing the Annual Update to the LCAP which is a new section in the LCAP. Local Control and Accountability Plans

Annual Update Important for business and program staff to work together for Estimated Actual Annual Expenditure column. ESB The template includes a column to add budget information noting the estimated actual annual expenditures. In some cases, there are ongoing expenses associated with a goal but all of those expenses will not have occurred by the time you are meeting with stakeholders and creating this document. As you work with stakeholders focus on how much of the action or service has been completed. Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary. Local Control and Accountability Plans

Annual Update Estimated Actual Annual Expenditures Timing – The annual update is completed in conjunction with next year’s LCAP Start gathering data on actions and services that are being provided to share with stakeholders by January Review audit requirements ESB As each goal in the prior year LCAP is reviewed, the district’s budget staff need to be included in the process. Timing – since the annual update is done in conjunction with next year’s LCAP, we recommend that you: Start gathering data by January on a preliminary basis for availability in stakeholder meetings Make sure that you can provide updates on the services that have been provided and those that are yet to be provided Work closely with your budget staff throughout this process on the Annual Update and LCAP for 2015-16. The LCAP will need to be shared with stakeholders and ready for the Public Hearing and Board Approval by June 30. Budget personnel need to be included throughout the process in order to align the budget and LCAP and so that the budget by action/service can be updated/prepared easily and accurately and ready for the mandated stakeholder reviews, public hearing and board approval by June 30. Also, the supplemental/concentration and proportionality sections need to be updated. Note: Point out audit requirements (Handout: excerpt of the audit manual for LCAP) Local Control and Accountability Plans

Annual Update Annual Audit Manual The LCAP will be reviewed during the annual audit. ESB Here is an excerpt from the Annual Audit manual regarding the LCAP. (Handout) Skim the items that will be reviewed for the LCAP regarding the expenditures. Note that there are 5 tasks required in the stakeholder engagement activities from Section 1 that also appear in the Audit Manual. Local Control and Accountability Plans

Guiding Questions from LCAP Template 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? 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? How have the actions/services addressed the identified needs and goals of specific school sites and were these actions/services effective in achieving the desired outcomes? ESB There are six guiding questions for the Annual Update section. Here are the first three questions. Local Control and Accountability Plans

Guiding Questions from LCAP Template Annual Update 4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update? What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in making progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of the review of progress and assessment of the effectiveness of the actions and services? What differences are there between budgeted expenditures and estimated actual annual expenditures? What were the reasons for any differences? ESB Here are the last three guiding questions regarding the Annual Update section. Local Control and Accountability Plans

Team Discussion 5 minutes Refer to the handout and discuss your district’s plans to collect data and report progress in preparation for the Annual Update. ESB We have come to our next activity/discussion. Please take time to discuss these questions with your district team/elbow partner. While we are not allowing a great deal of time, many of these discussion questions can be continued over lunch or back home in your districts. 5 minutes Local Control and Accountability Plans

LCAP Annual Update Appendix Definitions Chronic absenteeism rate Middle School dropout rate High School dropout rate High school graduation rate Suspension rate Expulsion rate ESB There is also an Appendix that clarifies the definitions for the terms on this slide. Give participants a minute to look over the Appendix definitions. Local Control and Accountability Plans

Discussion How is your district using supplemental and concentration funds? What have you noticed about the planned increased or improved services? Have you developed any new services, ideas or resources to share? ESB Allow a few minutes for teams to discuss the prompts on this slide. Local Control and Accountability Plans

RUBRIC DESIGN AND DEVELOPMENT PROCESS LOCAL CONTROL AND ACCOUNTABILITY PLANS BSB RUBRIC DESIGN AND DEVELOPMENT PROCESS Local Control and Accountability Plans

Rubric Development Process Practitioner and Community Advisory Group Policy Advisory Group Research Advisory Group Rubric Design Group CDE-SBE-WestEd BSB Recommendation to the SBE for Rubric Approval Local Control and Accountability Plans

Rubric Design Timeline Summer/Fall 2014 – Initial meetings of RDG to plan timeline for future meetings and deliverables established; organize and facilitate sessions with various working groups for preliminary input Spring 2015 – First draft of evaluation rubrics completed by RDG Spring/Summer 2015 – Organize and facilitate follow-up sessions with various working groups regarding draft evaluation rubrics BSB Local Control and Accountability Plans Local Control and Accountability Plans

Rubric Design Timeline September 2015 – Evaluation rubrics adopted by the SBE October 1, 2015 – Statutory deadline for adoption of the evaluation rubrics BSB It is important to put into context what the rubrics will be used: Education Code 52064.5 (a)(1) to assist a school district, COE or charter school in evaluating its strengths, weaknesses, and areas that require improvement Education Code 52064.5 (a)(2) to assist a superintendent of schools in identifying school districts and charter schools in need of technical assistance Additionally: Education Code 52071 (b) a county superintendent shall provide technical assistance using the rubric to any school district that fails to improve pupil achievement across more than one state priority described in EC 52060 for one or more pupil subgroup identified in EC 52052

TIMELINE FOR 2014-2015 LOCAL CONTROL AND ACCOUNTABILITY PLANS BSB

Recommended Timeline for 2014-15 July – October 2014 November 2014 - January 2015 February - March 2015 April - June 2015 Identify and consult stakeholders Conduct needs assessments Review available data for Annual Report Develop timeline for data collection and reporting Report demographic information via CALPADS Review alignment of district plans with LCAP Consult stakeholders Continue updating progress on Annual Report Review LCAP goals, actions and services for needed adjustments Review final, SBE- approved LCAP & Annual Report Template Review proposed state budget (2015-16) and local implications Consult stakeholders Review draft LCAP Evaluation Rubric when available Continue modification of LCAP and updating progress on Annual Report Present draft LCAP to stakeholders, including PACs Consult stakeholders Review May revision of proposed State budget (2015-16) and local implications Invite public comment on draft LCAP Present draft LCAP to PACs Respond to comments in writing Finalize Annual Report Hold LCAP and budget public hearing Receive local board approval Submit to COE Receive LCAPs from charter schools BSB Local Control and Accountability Plans

QUESTIONS AND FINAL COMMENTS LOCAL CONTROL AND ACCOUNTABILITY PLANS QUESTIONS AND FINAL COMMENTS Local Control and Accountability Plans

Thank you! Contact Information Micaela Ochoa Chief Business Officer Micaela_ochoa@sccoe.org (408) 453-6832 Angelica M. Ramsey, Ed.D. Chief Academic Officer Angelica_ramsey@sccoe.org (408) 453-6508 Local Control and Accountability Plans