LCAP & Accountability Support December 11, 2014 J Jesus Contreras Accountability and Compliance Coordinator Accountability – Innovation - Results Anne

AGENDA Welcome/Introductions Mindset – LCAP Updates > Goals; Expenditures; CORE Program 4. 2015-16 LCAP Journey >Timeline > Stakeholder Engagement > LCAP; LEAP; SPSA Alignment and Other Plans Alignment 5. Uniform Complaint Procedures (UCP) Gary

Resources: Episode 9 – SBE Template http://vimeo.com/113332585 http://lcff.wested.org/lcff-channel/lcff-implementation- videos/episode-9/ California Department of Education (CDE) LCFF web page at: http://www.cde.ca.gov/fg/aa/lc/

Resources: The State Board of Education along with WestEd announced a new LCAP Webinar Series for LEAs. The LCAP Webinar Part 1 – A Tour of the New LCAP will be presented from 3:30-4:30 p.m. on Thursday, December 11, 2014. Click here for: LCAP Webinar Part 1 http://lcff.wested.org/lcap-webinar- series-part-1-a-tour-of-the-new-lcap/ NORTH/SOUTH – Accountability Meetings Information http://www.cde.ca.gov/ta/tg/ai/infomeeting.asp

2014-15 LCFF-LCAP - Mindset The 2014-15 revision/update of the Local Control and Accountability Plan (LCAP) will continue to be rooted in the principles for EQUITY established in the Local Control funding Formula (LCFF) statute: Improved student outcomes & elimination of subgroup gaps Subsidiarity Transparency Stakeholder Engagement

LCAP Guiding Principles - Mindset The revision of the LCAP should adhere then to the principles of: Subsidiarity: Local control Flexibility based on local needs Tells a story about your community’s vision for its students and the path for arriving there Gary Decision making is most effectively accomplished at the local level The LCFF provides flexibility in the use of LCFF funding to improve student outcomes The LCAP must be highly contextual and support the sharing of the district’s local story Subsidiarity is an organizing principle that matters ought to be handled by the smallest, lowest or least centralized competent authority. Political decisions should be taken at a local level if possible, rather than by a central authority. The Oxford English Dictionary defines subsidiarity as the idea that a central authority should have a subsidiary function, performing only those tasks which cannot be performed effectively at a more immediate or local level. Subsidiarity is applicable in the fields of government, political science, cybernetics, neuropsychology, and in military command. functions which subordinate or local organizations perform effectively belong more properly to them than to a dominant central organization

Subsidiarity – A Reflective moment What is it? How does it look like at the Board level? How does it look like at the District-level Administration How does it look liked at the Site-level Administration? How does it look like at the Site School Site Council level? How does it impact Stakeholder Engagement?

LCAP Guiding Principles - Mindset Transparency: The LCAP must adequately demonstrate that the District is using LCFF funding to increase and improve services for ALL students, but is also keenly focused on the neediest students Gary

LCAP Guiding Principles - Mindset Stakeholder Engagement: Stakeholders are meaningfully engaged in the development, continuous improvement and annual update/revision of the LCAP The LCAP and the district’s spending plan will be accessible to stakeholders Gary

LCAP Guiding Principles - Mindset Ultimately and Most Importantly: Student-Focused The LCAP must be based upon an assessment of student need The LCAP goals and actions of the plan must focus on improved outcomes for ALL students and the district’s subgroups Gary

LCAP and Local Accountability The LCAP effectively communicates to all stakeholders: Locally defined LCAP GOALS Actions and Services to achieve LCAP Goals Expenditures associated with the LCAP Goals Gary

LCFF/LCAP State Priorities Here you can see the 8 district and 2 County Office of Education priorities in the LCAP groups. Each of these priorities must be addressed in the LCAP. Districts and COEs may also have additional local priorities that they add to the required state priorities.

8 State Priorities and Related Data Elements Needs Assessment Goals Resource Alignment Services Outcomes Student Achievement Performance on assessments Academic Performance Index College and Career Readiness English learners becoming reclassified and proficient Advanced Placement Exams passage Prepared through Early Assessment Program School Climate Student suspension rates Student expulsion rates Other local measures Student Engagement School attendance rates Chronic absenteeism rates Middle School dropout rates High School dropout rates High School graduation rates Implementation of CCSS CCSS implementation results for all students, including English learners Parental Involvement Efforts to seek parent input Promotion of parental participation and leadership Basic Services Rate of teacher mis-assignments Student Access to standards-aligned instructional resources and materials Facilities Other Student Outcomes Other indicators of student performance in courses of study. May include performance and other exams. Course Access Student access and enrollment in courses of study

2015-16 Revised LCAP Section 1: Stakeholder Engagement Section 2: Goals, Actions, Expenditures, and Progress indicators Annual Update Before starting with Section 1, Stakeholder Engagement, we want to compliment your efforts to engage stakeholders. In a survey of county offices of education regarding the review of district LCAPs, an overwhelming majority of COEs statewide said that their districts did a very good job of engaging stakeholders. In fact, the stakeholder engagement section was noted as the strongest part of the LCAP process. Section 3: Use of Supplemental and Concentration Grant Funds and Proportionality

Revised LCAP How have the regulations changed? Revised / new definitions Expanded requirements related to use of supplemental and concentration funds Clarified role of COEs in determining compliance with proportionality requirements Brian

Revised / New Definitions Pupil Consultation Clarified requirement for districts to include unduplicated and other numerically-significant pupil subgroups in the LCAP development process Parents Expanded definition to include anyone holding rights to make educational decisions for pupils Parent Advisory Committees Technical clarifications regarding requirements to form groups

Use of Targeted Funds No change to definitions for: Services Increase Improve Requirement to increase or improve services to unduplicated pupils remains Additional requirements for district-wide or school-wide use of targeted funds

Expanded COE Oversight 2014-15 COE LCAP Approval Criteria for 2015-16 LCAP Use of SBE Template Complied with expenditure requirements (budgeted expenditures sufficient to implement plan) Compliance with expenditure regulations (minimum proportionality) Revised regulations expand oversight responsibilities related to demonstration of minimum proportionality

COE Oversight - Proportionality Section 15497 – …county superintendent of schools SHALL review any descriptions of districtwide or schoolwide services…when determining whether the school district has FULLY DEMONSTRATED that it will increase or improve services for unduplicated pupils… (emphasis added) COE to provide technical assistance to district if LCAP not approved as a result

Revised Section 1: LCAP Template Involvement Process Impact on LCAP   Annual Update: The slide captures the addition of the boxes for the Annual Update.

2014-15 “Old” LCAP Template Section 2: Goals and Metrics Section 3: Actions, Services and Expenditures

“New” LCAP Section 2 (2015-16) GOAL:   Related State and/or Local Priorities: 1__ 2__ 3__ 4__ 5__ 6__ 7__ 8__ COE only: 9__ 10__ Local : Specify _____________________ Identified Need : Goal Applies to: Schools: Applicable Pupil Subgroups: LCAP Year 1: xxxx-xx Expected Annual Measurable Outcomes: Actions/Services Scope of Service Pupils to be served within identified scope of service Budgeted Expenditures __ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

Revised LCAP Section 1: Stakeholder Engagement Section 2: Goals, Actions, Expenditures, and Progress indicators Annual Update 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

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. Here are the directions for completing the Annual Update to the LCAP which is a new section in the LCAP.

Annual Update This section of the template is new. For each goal, you will complete a table like this. For this year, the Annual Update will be based upon the 2014-15 LCAP. 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.

Annual Update Tables (2014-15) Original GOAL from prior year LCAP:   Related State and/or Local Priorities: 1__ 2__ 3__ 4__ 5__ 6__ 7__ 8__ COE only: 9__ 10__ Local : Specify _____________________ Goal Applies to: Schools: Applicable Pupil Subgroups: Expected Annual Measurable Outcomes: Actual Annual Measurable Outcomes: LCAP Year: xxxx-xx Planned Actions/Services Actual Actions/Services Budgeted Expenditures Estimated Actual Annual Expenditures Scope of service: __ALL OR: __Low Income pupils __English Learners __Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)___________ __Redesignated fluent English proficient __Other Subgroups:(Specify)_____________ What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals?  

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

Annual Update On the right hand side of the template you will capture what actually happened and what changes will be made as a result of analyzing those efforts? Was the right amount budgeted? Provide the estimated and actual expenditures associated with the budgeted expenditures. Changes to actions and services will be reflected in the actual expenditures column and in the changes box. Were the expected results achieved? And most importantly, what changes will be needed in the LCAP for 2015-2016?

Annual Update Important for business and program staff to work together for Estimated Actual Annual Expenditure column. The template includes a column to add information about the estimate for the Actual Annual Expenditures. 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.

Supplemental and Concentration Grant Expenditures 5CCR 15496 details the requirements for LEAs to demonstrate increased or improved services for unduplicated pupils in proportion to the increase in the funds apportioned for supplemental and concentration grants To increase services means to grow services in quantity To improve services means to grow services in quality The Education Code now gives the local governing board broad authority as to what services to offer But the student population to be served with targeted funds is still well defined

Section 3A Use of Supplemental and Concentration Grant Funds and Proportionality Instructions for 3A: In the box below, identify the amount of 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 charterwide 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 and any local priority areas. (See 5 CCR 15496(b) for guidance.) Total amount of Supplemental and Concentration grant funds calculated: $_____________________________   32

Section 3B Use of Supplemental and Concentration Grant Funds and Proportionality Instructions for 3B: In the box below, 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). 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). 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.   %

Minimum Proportionality Percentage MPP is the lowest level of increased or improved services for unduplicated students A minimum, not a maximum Services funded with LCFF Not federal or other restricted Services are above those provided for all students (base program) Not above services in prior year Not a maintenance of effort calculation In the LCAP year Not the current year Can calculate additional years for transition planning

Minimum Proportionality Percentage At full LCFF implementation The MPP calculation is: % MPP Supplemental & Concentration Grants All Other LCFF Funding* *Less TIIG and Transportation (add-ons)

LCAP 3A-Describe Expenditures Key Changes – 5 CCR 15496 Funded – Added to 15496 the requirement to identify those services that are being funded in addition to identifying services being provided on a districtwide and schoolwide basis Principally – Added to section 15496 related to describing how districtwide and schoolwide services are principally directed towards meeting the district’s goals for its unduplicated pupils And are effective in – Added to 15496 related to describing how districtwide and schoolwide services are effective in meeting the district’s goals for its unduplicated pupils Provide basis for this determination – Added to 15496 the requirement that the description provided for districtwide and schoolwide services provide the basis for this determination, including, but not limited to, any alternatives considered and any supporting research, experience, or educational theory

LCAP 3A – Describe Expenditures LOW-INCOME PUPILS Describe how LEA is expending S&C funds in the LCAP Year If DISTRICTWIDE, SCHOOLWIDE, COUNTYWIDE, or CHARTERWIDE ENGLISH LEARNERS FOSTER YOUTH FOSTER YOUTH REDESIGNATED FLUENT ENGLISH PROFICIENT OTHER SUBGROUPS

LCAP 3A – Describe Expenditures Clearly defining base to determine services above and beyond what is provided to all students What an LEA would provide to all students if no S&C funds received Starting point for determining services above and beyond what is provided to all students Will look different for most districts

District-wide Use of Funds Less than 55%** Identify services funded and provided Describe how services are: Principally directed toward (local discretion) Effective in meeting goals for unduplicated students Describe how services are most effective: Include basis for determination Any alternatives considered Supporting research, experience, or educational theory 55% + Unduplicated Students* Identify services funded and provided Describe how services are: Principally directed toward (local discretion) Effective in meeting goals for unduplicated students *Note: Current or prior year **Note: Current year only

School-wide Use of Funds Less than 40%** Identify services funded and provided Describe how services are: Principally directed toward (local discretion) Effective in meeting goals for unduplicated students Describe how services are most effective: Include basis for determination Any alternatives considered Supporting research, experience, or educational theory 40% + Unduplicated Students* Identify services funded and provided Describe how services are: Principally directed toward (local discretion) Effective in meeting goals for unduplicated students *Note: Enrollment in current or prior year **Note: Current year enrollment only

LCAP; SPSA; and LEA Plans Relationship and Timeline Jesus:

LEA Plan Goals All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics, by 2013-14. –Title I   All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. -- Title III By 2005-06, all students will be taught by highly qualified teachers. -- Title II All students will be educated in learning environments that are safe, drug-free, and conducive to learning. -- Title IV 5. All students will graduate from high school.

LEA Plan and LCAP LCAP does not replace LEA Plan which is still required under ESEA. LEAs in Program Improvement must continue to meet current LEA Plan requirements. [ 20 USC 6316(c)(7)] Note: The SBE is taking steps to minimize duplication of effort at the local level to the greatest extent possible. (EC Section 52064) Review the bullets in each of the slides. Share some strategies that could be used.

(Education Code Section 64001) SSC Responsibilities Develop SPSA, monitor SPSA, and evaluate the activities and expenditures for Con App programs operated at the school to improve student achievement, and Added legal responsibilities by state and federal legislatures. (Education Code Section 64001)

Composition of an Elementary School Site Council (SSC)

How is the SPSA Affected by the LCAP? The LCAP must be consistent with the strategies included in the Single Plan for Student Achievement (SPSA) In accordance with E.C. 52052, specific actions included in the LCAP, or the annual update of the LCAP, must be consistent with the strategies included in the SPSAs developed pursuant to E.C. 64001 The updated template for SPSA includes sections for the use of LCFF base, supplemental, and concentration funds Districts should align the SPSA planning timeline with the LCAP to ensure actions and strategies are consistent

Aligning Your SPSA with the LCAP Note language that supports alignment.

Aligning Your SPSA with the LCAP Remember that the sizes of numerically significant subgroups for API have changed to 30 for all but Foster Youth, which is now 15. Also, you may want to start collecting and analyzing data in the metrics associated with the eight priorities for the state, established last year as part of the LCFF legislation. Note, for example, the slide in the lower right that tracks dropout data for the most recent three years.

Aligning Your SPSA with the LCAP Stress that only 15% of Title I funds can be used for administrative costs. At this time, there is no requirement to show “centralized services” funded by any LCFF funds.

What Is Our ACTION PLAN? We will come back to this in more detail – much more detail – after looking at the other sections of the SPSA. What we are about to share with you is the CDE template, with our own revisions to align it more closely with your district’s LCAP.

Aligning Your SPSA with the LCAP This page is reproduced without change from the state’s most recent SPSA template. It is evident that the actions and expenditures from LCFF funds, which have been described in the LCAP, are expected to be a part of the school’s site plan. If a site receives discrete funding from LCFF for purposes specific to that site, then it should indicate those funds on this page, and whether they are base, supplemental, or concentration. It is important to keep in mind the rules around Title I and Title III, particularly regarding , ‘supplement, not supplant.’ Keep in mind -- How will you use resources to support actions that complement LCAP activities with your entitlement funds, including hiring staff and providing p.d.?

Aligning Your SPSA with the LCAP Annual Evaluation and Update (There is no required format for the annual evaluation; only the requirement that it be annually evaluated and revised, as necessary. This page is a sample of what might be used, and is aligned with the LCAP template.)   1. How have parents, teachers, support staff, and other stakeholders (e.g., English learner parents, parents of foster youth, and pupils, as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the SPSA? 2. What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state and local priorities and used by the School Site Council to inform the SPSA evaluation and revision process? How was the information made available? 3. What actions/services were provided to all pupils, to subgroups of pupils, to English learners, to low-income pupils, to foster youth, and/or to redesignated fluent English-proficient students to achieve goals identified in the SPSA? 4. How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes? 5. How have the actions/services addressed the needs of all identified subgroups of pupils, including English learners, low-income pupils, foster youth, and redesignated fluent English-proficient students; and did the provision of those actions/services result in the desired outcomes? What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals? What changes/progress have been realized and how do these compare to changes/progress predicted? What modifications are being made to the SPSA as a result of this comparison? The SPSA must be annually evaluated and revised as needed. There is no required evaluation instrument, so we have taken questions from the proposed revised LCAP template as suggestions for your SPSA evaluation. Additionally, we have taken the evaluation tool that is proposed to become part of the LCAP, and simple changed “LCAP” to “SPSA.” Using these questions and this instrument will mean that parents, teachers, students (at high school), and other stakeholders are giving input and evaluating actions that are directly linked to the LCAP, and can be considered part of the district’s stakeholder involvement process.

Aligning Your SPSA with the LCAP The actions we are using in the brief example are taken from section 3A of the LCAP. You would also want to look at the actions in 3B that correlate with each goal.

SAMPLE Aligning Your SPSA with the LCAP So, I’ve completed the top, now I need to fill in a strategy to address the goal and actions to complete the strategy. All of this comes almost verbatim from the LCAP. What is in the blue are those pieces that are specific to my site. Activity – participants practice and ask questions.

Aligning Your SPSA with the LCAP SAMPLE Another example that includes actions from the LCAP, and actions that are specific to the site and funded by site Title I funds. Activity – look at some Title I activities from your SPSA. Then looking at your district’s LCAP, under which goal(s) might they fit? Continued practice.

Aligning Your SPSA with the LCAP A closer look at the evaluation instrument aligned with the LCAP. One for each goal. Anticipated outcomes should be from SMART goals. Actions and expenditures from your ACTION PLAN. This is a theft from the newly-revised LCAP template. The only change was replacing “LCAP” with “SPSA.” Once your SPSA is completed, or as you complete your SPSA, you can fill in the current year’s information. Remind that there are assurance and signature pages, also.

Monitor Progress A sample of what that instrument might look like as monitoring progresses.

Monitor Progress Adapted from Mark Van Clay and Perry Soldwedel, A sample scorecard. You can see that some can only be measured annually, some more often. Adapted from Mark Van Clay and Perry Soldwedel, The School Board Fieldbook, Leading with Vision

Suggested Timeline for 2014-15 July – December 2014 Identify and consult stakeholders Review LCAP goals, actions and services for needed adjustments Update progress Review available data for Annual Report Develop timeline for data collection and reporting Report demographic information via CALPADS Review alignment of district & site plans with LCAP January - March 2015 Consult stakeholders Continue modification of LCAP and updating progress on Annual Report Review proposed state budget (2015-16) and local implications Submit 2nd Interim Budget report April - June 2015 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 SMCOE Receive LCAPs from charter schools Gary

Suggested Local Accountability Calendar - 1 LCAP Refinement Nov./Dec. 2014 Goals/Metrics Refinement District Plan(s) Alignment SMCOE Feedback Integration SPSA Alignment and Revision Dec. 2014-Feb. 2015 Site plan-LCAP alignment Document/report on federal funds Identify LCAP implications LCAP & 2nd Interim Budget Reporting March15, 2014 LCAP refinement based on Site Plan input LCAP/2nd Interim submitted to local board for approval

Suggested Local Accountability Calendar - 2 SPSA Monitoring & Reporting March/April 2015 SPSA data update to stakeholders @ sites Site-based LCAP input/feedback garnered LCAP Refinment April./May 2015 Aggregated data report Site input/feedback integration LCAP refinment (as needed) & District-wide committee engagements LCAP/Final Budget June 30, 2015 LCAP/Final Budget submitted to board for approval

2014-15 SMCOE LCAP Support   LCAP and Accountability Support Meetings (10:30AM-12:00PM): Sept. 26, 2014 – Audience: District Accountability and Business Staff Dec. 11, 2014 – Audience: District Accountability and Business Staff Jan. 23, 2015– Audience: District Accountability and Business Staff March 27, 2015– Audience: District Accountability and Business Staff June 5, 2015– Audience: District Accountability and Business Staff LCAP Summits (9AM-12PM): Nov. 17, 2014 - Audience: District LCAP Leadership Teams Registration for LCAP Summit #1 link:   Mar. 2, 2015 - Audience: District LCAP Leadership Teams April 8, 2015 - Audience: District LCAP Leadership Teams

One-on-One District Technical Assistance Sessions: (Two-hour windows, twice daily)   December 8-19, 2014 – Audience: District LCAP Leadership Teams March 2-13, 2015 - Audience: District LCAP Leadership Teams April 1-17, 2015 - Audience: District LCAP Leadership Teams Register at: http://www.signupgenius.com/go/20f0f4facac23a6fb6-lcap

REMINDER – Complaints Process (UCP) EC 52075 requires that complaints regarding the LCFF/LCAP processes be covered under the Uniform Complaint Procedures (UCP): Make sure to maintain updated BPs and ARs. Make sure to include the LCFF/LCAP provisions BP 1312.3 – AR 1312.3 BP 0460 – AR 0460 Respond to complaints in a timely manner as per your UCP Disseminate to ALL stakeholders annually the required updated UCP information

Questions?

Ongoing Stakeholder Engagement

Revised LCAP Section 1: Stakeholder Engagement Section 2: Goals, Actions, Expenditures, and Progress indicators Annual Update Before starting with Section 1, Stakeholder Engagement, we want to compliment your efforts to engage stakeholders. In a survey of county offices of education regarding the review of district LCAPs, an overwhelming majority of COEs statewide said that their districts did a very good job of engaging stakeholders. In fact, the stakeholder engagement section was noted as the strongest part of the LCAP process. Section 3: Use of Supplemental and Concentration Grant Funds and Proportionality

Revised Section 1: Stakeholder Engagement Description 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 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.

Revised Section 1: Stakeholder Engagement Instructions Previously, the verb was “engage” and now it is “consult” which matches Education Code 52060. Added to the list of people who are to be consulted with are “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.

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? 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.

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? There were no revisions in this group of questions.

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 The final two guiding questions for Stakeholder Engagement are new. Question 5 makes clear the requirement that districts consult with pupils. Question 6 makes clear the expectation that stakeholders continue to be involved to support improved outcomes for pupils, including unduplicated pupils. 5 California Code Regulations 15495(a) states the Local control and accountability plan (LCAP) means the plan created by an LEA pursuant to Education Code sections 47606.5, 52060, or 52066, and completed in conformance with the LCAP and annual update template found in section 15497.

Revised Section 1: LCAP Template Involvement Process Impact on LCAP   Annual Update: The slide captures the addition of the boxes for the Annual Update.

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. The next couple of slides are reminders of the unduplicated student definitions in Education Code 4223801 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. 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 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.”

Required Representation from Parent Groups Parent Advisory Group Low Income rep Foster Youth rep English Learner rep EL Parent Advisory Group (if district enrollment includes): 15% ELs At least 50 EL pupils 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 (ELAC/DELAC) can be included in the LCAP EL Parent Advisory Committee. This slide is a reminder of the required representation from parent groups. Be sure to review the information in the green boxes. LEAs can use existing ELAC/DELAC if they meet the requirements of statute.

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. Review the definition and highlight the bolded print. Reference from: “The Fiscal Report” Copyright © 2013 School Services of California, Inc. Volume 33, No. 19 For Publication Date: September 20, 2013 The Fiscal Report (2013) School Services of California, Inc.

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… Review contents of slide Reference from: “The Fiscal Report” Copyright © 2013 School Services of California, Inc. Volume 33, No. 19 For Publication Date: September 20, 2013 The Fiscal Report (2013) School Services of California, Inc.

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. Review contents of slide. Reference from: “The Fiscal Report” Copyright © 2013 School Services of California, Inc. Volume 33, No. 19 For Publication Date: September 20, 2013 The Fiscal Report (2013) School Services of California, Inc.

Stakeholder Considerations Identify Stakeholders: Review recent regulations and template to ensure all required groups are represented in the LCAP stakeholder process Develop a Schedule for Stakeholder Activities: Plan year-round activities to engage stakeholders Engage Stakeholders in Meaningful Ways Build capacity and seek informed input There are three sub-topics regarding Stakeholder Considerations that we will address today.

Stakeholder Considerations Identify Stakeholders Have you included all required stakeholders in your engagement plans for 2014-15? Students: Unduplicated pupils and other numerically significant pupil subgroups Parent advisory committee (including required representation) English learner parent advisory committee School personnel Local bargaining units Schoolsite-level advisory groups Community members Local governing board Has your district identified all of the stakeholders who should be involved in the LCAP process this year? Identify Stakeholders: Earlier we discussed the new or expanded groups that you will want to involve as stakeholders in the LCAP development process. This slide is just a reminder about information that we covered on slides 12-17. The template calls attention to including students, representatives from all of the significant subgroups, and school site committee involvement in the process. The Guiding Questions in Section 1 of the template list all of the stakeholders you will need to involve in the process. Below are notes regarding issues that are new or have frequent questions. Students must “review and comment” on the development of the LCAP (surveys, forums, advisory committees, meetings with pupil government bodies or other groups representing pupils.) EL Parent Advisory Committee must be convened if there are at least 15% ELs and at least 50 ELs. Must be comprised of a majority of EL parents, and can be an existing committee (e.g., DELAC) Schoolsite-level advisory groups must be consulted to help facilitate alignment between school-suite and district-level goals and actions. Examples of these groups include schoolsite councils, EL Advisory Councils, pupil advisory groups, etc…) Allow a couple of minutes for teams to consider the question in the lower right-hand corner of this slide.

Stakeholder Considerations Develop a Schedule for Stakeholder Activities Plan year-round activities to engage stakeholders July - October 2014 November 2014 - January 2015 Expand/identify stakeholder groups and members Develop annual schedule of events & publicize timelines Involve & consult with stakeholders: LCAP cycle overview Current demographics Data review & analyses Needs assessments Surveys Other local plans Introduce new LCAP template Report to local board Prior topics, as appropriate Final regulations for LCAP template & Annual Report Discuss local implications of proposed 2016-17 State budget Review progress on metrics for LCAP Annual Report Revisit goals, actions & services Seek and respond to feedback Here are a few ideas to consider as stakeholder topics during each of the time spans noted on this slide. Do you have a year-round schedule for engaging stakeholders?

Stakeholder Considerations Develop a Schedule for Stakeholder Activities February - March 2015 April – June 2015 Involve & consult with stakeholders: Prior topics, as appropriate Review progress on metrics for LCAP Annual Report Update goals, actions & services & Annual Report Share draft LCAP Evaluation Rubric, when available Present draft LCAP & Annual Report to PACs Respond to and incorporate feedback Report to local board Discuss local implications of revised State budget proposal (FY 2016-17), calculate funding Update progress on metrics for LCAP Annual Report Invite written comments from public Respond to feedback Use feedback to update goals, actions & services and Annual Report Respond in writing to PAC comments and incorporate feedback Present final draft LCAP & Annual Report to PACs Hold public hearing for LCAP/budget Local board approval of LCAP/budget Continued: Here are a few ideas to consider as stakeholder topics during each of the time spans noted on this slide. Do you have a year-round schedule for engaging stakeholders?

Stakeholder Considerations Engage Stakeholders in Meaningful Ways Build capacity and seek informed input Tips for consulting with stakeholders: Schedule events that are tailored to your district’s geographic area, size and population Hold Public/Community meetings and forums Share information at Back-To-School Night and at schoolsite meetings Publish fact sheets and other accessible materials (translated) Host listening sessions & focus groups Conduct interviews Convene expert panels Organize leadership teams Seek input through opinion polls and on-line and face-to-face surveys Present information and ask questions in user-friendly terms This is list based on what we found in the LCAPs from counties across the state. Our review of plans showed that districts needed to plan the stakeholder events by taking into consideration their geographic spread and size (e.g., north/south meetings or by neighborhood), schedule meetings when parents could attend (evenings and/or during the day). You may need to modify your plans each year to meet the changing characteristics of your stakeholder population.

Resources for Stakeholder Engagement http://www.cde.ca.gov/qs/ The QSF is a new resource available from CDE. Keep checking back for new resources to be added. If you plan to share this resource with stakeholders, you might want to provide an introduction on its use.

Resources for Stakeholder Engagement Selected Resources: California School Parent Survey (CSPS) California Healthy Kids Survey (CHKS) California School Climate Survey (CSCS) http://csps.wested.org/ The Handbook on Family and Community Engagement http://www.schoolcommunitynetwork.org/downloads/FACEHandbook.pdf Harvard School of Education: K-12 Parent Survey Template: http://www.hfrp.org/family-involvement SEDL National Center for Family and Community Connections with Schools http://www.sedl.org/connections/toolkit/contents.html Seeing is Believing: Promising Practices for How School Districts Promote Family Engagement http://www.hfrp.org/family-involvement/publications-resources/seeing-is-believing-promising-practices-for-how-school-districts-promote-family-engagement There are many resources available. Here are a few to consider. The PTA has LCAP briefs for parents that are translated into other languages. http://www.capta.org/sections/programs/lcff-lcap.cfm

Questions?