Local Control and Accountability Plan Services for Unduplicated Pupils Mike Barney, Director II

Do you…. Do you think your foster youth can go to college? Do you have a belief that your high schools are THE place to prepare students for college or just a high school diploma? Do you provide GRAD+ opportunities?

Essential Questions How can we embrace the LCAP process to accelerate positive educational change? How do we utilize the LCAP to ensure improved services for unduplicated pupils?

Resources Needed for Today Presentation File LCAP Manual ▪ LCAP-Approval-Manual FINAL.pdf LCAP Template ▪ mplate.doc

Overview “LCFF is unprecedented. It seeks to combine a state school funding mechanism aimed at more equitable distribution of resources to students needing the most support with a decision making process that moves power from the state to local communities. It is, indeed, a grand vision, as ambitious and noble an agenda as any state has set.” Toward a Grand Vision, October 2014

Changes in Education Funding and Planning In 2013, California adopted a new formula for deciding how much state money each school district receives, called the Local Control Funding Formula (LCFF). Funding is more influenced by the numbers of needy students and far less on state mandates – thus the focus on Local Control. Districts control how to use the funds, but must get input from their local communities about how to address student needs. Districts must also tie their budgets to improvement goals by creating a Local Control and Accountability Plan (LCAP).

LCAP Guiding Principles Subsidiarity Decision-making most effective at local level. Flexibility for LEAs to use LCFF funding to improve student outcomes. Student-Focused Based on assessment of local needs. Goals and actions focused on closing the achievement gap. Transparency Engagement with stakeholders. Describe how funds will be used to increase or improve services to neediest students.

Collaborative Planning Will Address Eight State Priorities Districts must engage parents, educators, students, employees and the community to establish district plans. The plans will describe the district’s overall vision (expectations) for students, annual goals, and specific actions the district will take to achieve the vision and goals. The LCAPs must focus on eight areas identified as state priorities. The plans must also demonstrate how the district’s budget will help achieve the goals, and assess each year how well the strategies in the plan were able to improve student outcomes.

State Board Grouped the Eight Priorities Conditions for Learning Basic (1) Implementation of State Standards (2) Course Access (7) Additional Priorities for County Office of Education: Expelled Pupils (9) Foster Youth (10) Pupil Outcomes Pupil Achievement (4) Other Pupil Outcomes (8) Engagement Parent Involvement (3) Pupil Engagement (5) School Climate (6)

Revised State Priorities

Section 1: Stakeholder Engagement Samples Process Time ▪What are you doing to increase foster parents and youth participant in stakeholder engagement sessions? “By requiring all districts to engage parents and other education stakeholders in decisions about how to spend newly flexible funds, the LCFF represents a remarkable experiment in local democracy.” - Toward a Grand Vision, October 2014

Section 1: Stakeholder Engagement

Process Time ▪What are you doing to increase foster parents and youth participant in stakeholder engagement sessions? “By requiring all districts to engage parents and other education stakeholders in decisions about how to spend newly flexible funds, the LCFF represents a remarkable experiment in local democracy.” - Toward a Grand Vision, October 2014

Section 2: Annual Update

Section 2: Goals, Actions, Expenditures, and Progress Indicators Process Time ▪What goals should be included in LCAPs to increase foster youth achievement and success in school? ▪What actions should be included in LCAPs to increase foster youth achievement and success in school? “By requiring all districts to engage parents and other education stakeholders in decisions about how to spend newly flexible funds, the LCFF represents a remarkable experiment in local democracy.” - Toward a Grand Vision, October 2014

Section 2: Goals, Actions, Expenditures, and Progress Indicators

Section 2: Goals, Actions, Expenditures, and Progress Indicators Examples beyond required metrics: ▪ DIBELS. ▪ Number of CCSS aligned Units of Study. ▪ Student and parent satisfaction with school facilities. ▪ Facilities Inspection Tool (Williams). ▪ Ratio of students per computer. ▪ Percent of students who report overall positive feeling of school safety. ▪ Number of parent workshops/classes. ▪ LCAP surveys. ▪ California Healthy Kids Survey (CHKS). ▪ Observation matrices (walk-through tools).

Section 2: Goals, Actions, Expenditures, and Progress Indicators Process Time ▪What goals should be included in LCAPs to increase foster youth achievement and success in school? ▪What actions should be included in LCAPs to increase foster youth achievement and success in school? “By requiring all districts to engage parents and other education stakeholders in decisions about how to spend newly flexible funds, the LCFF represents a remarkable experiment in local democracy.” - Toward a Grand Vision, October 2014

Section 2: Goals, Actions, Expenditures, and Progress Indicators Goal examples: Alvord USD ▪ Goal 1 Conditions of Learning: Students will be enrolled in a comprehensive course of study taught by highly-qualified staff in schools that are clean and in good repair. ▪ Goal 2 Pupil Outcomes: Students will be prepared to be college and career ready when they graduate from high school. ▪ Goal 3 Engagement: Students will be educated in an environment which fosters school connectedness and is inclusive of students, parents, and staff.

Section 2: Goals, Actions, Expenditures, and Progress Indicators Goal examples: Val Verde USD ▪College and Career Ready: Students graduating from the Val Verde Unified School District will possess the academic and technical skills required to pursue college and career options of their choosing. ▪Parent Engagement: Embrace a collaborative culture for students, parents, teachers, staff, and the community that sustains exceptional parental involvement and promote the social, emotional, and academic growth of our students. ▪Positive School Climate: Maintain safe and effective learning environments where students develop positive social relationships and a sense of school connectedness. ▪Maintain and Modernize Facilities: Provide safe, clean, and well-maintained schools that are technology enriched.

Section 2: Goals, Actions, Expenditures, and Progress Indicators (Services for Foster Youth) PriorityActions/Services Pupil Engagement, Pupil Achievement, School Climate Establish policy and data infrastructure necessary to support and monitor the educational success of foster youth. Pupil Engagement, Pupil Achievement, School Climate Allocate funds for academic supports and remediation; transportation; and costs and fees for sports and extracurricular programs. Implementation of State Standards, Pupil Engagement, Other Pupil Outcomes Provide high-quality professional learning opportunities for all staff specific to foster youth. Pupil Engagement, Course AccessProvide college visits for ALL foster youth (K-12) yearly.

LCAP Requirements School Districts and COEs Eight State PrioritiesAll eight state priorities addressed for all pupils and pupil subgroups (COEs have two additional priorities). Consultation RequirementPupils Parents Teachers Principals Administrators Other School Personnel Local Bargaining Units Review and CommentParent Advisory Committee English Learner Parent Advisory Committee Superintendent must respond in writing to comments received. LCAP TemplateUse SBE template as provided with each section completed. 11/14/2014 Summary Source: School Services of California

LCAP Requirements School Districts and COEs Use of Supplemental and Concentration Grants Use of funds on districtwide basis if unduplicated count exceeds 55%, or schoolwide if unduplicated count exceeds 40%. If under either percentage, a justification is required. AdoptionDuring a public meeting held after (but not on the same day as) the public hearing. Posting RequirementsAny LCAP approved by the governing board of a school district must be posted on the district’s website. Any LCAP approved by the county board of education and all LCAPs submitted by school districts must be posted by the county superintendent. ApprovalDistrict LCAP must be approved by the county superintendent. COE LCAP must be approved by the State Superintendent of Public Instruction (SSPI). 11/14/2014 Summary Source: School Services of California

July – October 2014 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. November January 2015 Consult Stakeholders Continue updating progress on annual report. Review LCAP goals, actions and services for needed adjustments. Review final, SBE-approved LCAP and Annual Report Template. Review proposed state budget ( ) and local implications. February - March 2015 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. April - June 2015 Consult Stakeholders Review May revision of proposed state budget ( ) 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. Recommended Timeline for

Essential Questions How can we embrace the LCAP process to accelerate positive educational change? How do we utilize the LCAP to ensure improved services for unduplicated pupils?

Districtwide Use of Funds Districts with an enrollment of unduplicated students in excess of 55% of total enrollment can spend supplemental/concentration funds districtwide if two criteria are met: 1.Description of the services being provided on a districtwide basis 2.Description of how services are directed towards meeting the district’s goals for unduplicated students in the state priority areas Districts with an enrollment of unduplicated students less than 55% of total enrollment can spend supplemental funds districtwide if three criteria are met: 1.Description of the services being provided on a districtwide basis 2.Description of how services are directed towards meeting the district’s goals for unduplicated students in the state priority areas 3.Describe how the services are the most effective use of funds to meet the district’s goals for its unduplicated pupils in the state priority areas 30

Schoolwide Use of Funds Districts with an enrollment of unduplicated students at a school that is in excess of 40% of the school’s total enrollment can spend supplemental/concentration funds schoolwide if two criteria are met: 1.Description of the services being provided on a schoolwide basis 2.Description of how services are directed towards meeting the district’s goals for unduplicated students in the state priority areas Districts with an enrollment of unduplicated students at a school that is less than 40% of the school’s total enrollment can spend supplemental funds schoolwide if three criteria are met: 1.Description of the services being provided on a schoolwide basis 2.Description of how services are directed towards meeting the district’s goals for unduplicated students in the state priority areas 3.Describe how the services are the most effective use of funds to meet the district’s goals for its unduplicated pupils in the state priority areas 31

LCAP Goal

Goal Metrics Defined LEAs must, at a minimum, use the specific metrics that statute explicitly references as required elements for measuring progress within a particular state priority area. Example: Priority #5 Pupil Engagement…”as measured by all of the following, as applicable:” 33

Guiding Questions from LCAP Template

35 Priority #5: Pupil Engagement 5.Pupil engagement as measured by multiple indicators including, but not limited to, –rates associated with attendance, –chronic absenteeism, –dropout middle and high school), and –high school graduation. Research-based Practices Example

School climate Lack of access to health care mental and physical) No safe path to school transportation issues) Bullying Excessive suspensions instead of restorative/rehabilitative approaches Chronic health conditions (i.e., asthma, diabetes, dental, etc.) Homelessness Domestic violence Sexual exploitation Parental neglect Teenage rebellion Drug or alcohol abuse Barriers to Attendance 36

How to proactively address chronic absenteeism due to health issues Board adopted policies on verifying excessive excused absences for health reasons (see handout for example CDE form). Multi-disciplinary team to address needs of chronically absent foster youth, Academic Counselor Focused on foster youth. 6 year plan Plan for High School + UC, CSU, CC – FAFSA, Cal Grant AVID like Counselor Home Visits 37

High School Sample Academic Counselor Focused on foster youth. 6 year plan Plan for High School + UC, CSU, CC – FAFSA, Cal Grant AVID like Counselor

Moving From Goals to Outcomes LCAP Goal INPUTS Resources What we invest. OUTPUTS Actions/Services What we do.How we document. Short-term OUTCOMES Intermediate Long-term Early changes we expect to see. Mid-way changes we expect to see. Lasting changes we expect to see. Expenses: Certificated salaries. Teachers hourly curriculum development time. Substitutes. Actions/Services Provided workshops, coaching, planning time to teachers to support implementation of CCSS-ELA. Performance Assessment Selection Training Coaching Students work samples Evidence of student interaction. Benchmarks Growth Data from LCAP NAT LCAP Measurable Goals Conference and travel. Leadership Input from Stakeholders $106,000 BSEP $ 61,000 CCSS $ 44,000 T1, TII