Local Control Funding and Accountability Planning Workshop January 9, 2014 SMCOE Fiscal/Operational & Instructional Services

Welcome and Overview Denise Porterfield, Deputy Superintendent Business Services Division Dr. Gary Waddell, Deputy Superintendent Instructional Services Division 2

Agenda 11:00-11:15Welcome and Overview 11:15-12:15Overview of the LCFF & LCAP 12:15-12:30San Mateo County Implications 12:30-1:15Working Lunch: Stakeholder Involvement Planning 1:15-2:10LCFF/LCAP Needs Assessment and Planning Process 2:10-2:30Cross-district Sharing Protocol 2:30-2:45Wrap-up and Closing Remarks 3

WestEd.org Local Control Funding Formula Updates and Discussion San Mateo County Office of Education January 9, 2014

Today’s Agenda Knowledge of Local Control Funding Formula(LCFF) and Local Control And Accountability Plan (LCAP) Alignment of LCAP with current practices LCFF and Common Core State Standards Developing your district LCAP 1

LOCAL CONTROL FUNDING FORMULA Funding and Reform

Local Control Funding Formula What we know: Moves California to a weighted student funding methodology Estimated eight years to full implementation Begin in , but provisions phase in over time There are questions, many questions budget outlook is good and Governor has strongly signaled commitment to LCFF 2

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 3

Revisiting LCFF Greatly simplifies state funding for local educational agencies (LEAs) Per Student Base Amount Grade Level Demographics (Low income, English Learner, and/or Foster Youth) ADJUSTMENTS $ 4

Revenue Limit, based on historical amounts per student with many adjustments 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 LCFF Supplemental provided to address needs of English Learners, low income, and foster youth Pre-LCFFLCFF Changes Made by LCFF 6

LCFF Targets – Beginning of Something More LCFF Target

Revenue Limit Categorical Funding LCFF Base Grant LCFF Supplemental LCFF Target, (est.) LCFF Regulations – “Increase or Improve Services” Funding for Low Income and English Learner Students (e.g., Economic Impact Aid) LCFF Base Grant LCFF Supplemental Continue Level of Effort New LCFF Funding ? How much is “Base”? “Supplemental”? LCFF “Gap” 8 Basic Aid

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 8

Sample Unified School District – Proportionality Calculation * ** Repeat for – *** Estimated Total LCFF Funding $113,658,945$120,009,636$125,621,700….$167,569,262 Estimated Base GrantN/A$112,311,872$115,544,510….$139,706,856 Estimated Total of Supplemental and Concentration Grants N/A$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 N/A6.9%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 ** 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 and that Sample USD expended the minimum amount for additional services for LI/EL/FY pupils in (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

Revenue Limit Categorical Funding LCFF Base Grant LCFF Supplemental LCFF Target, (est.) LCFF Regulations – Proportionality 10 Funding for Low Income and English Learner Students (e.g., Economic Impact Aid) Continue Level of Effort 11.8% of “Base” Gap LCFF Base Grant LCFF Supplemental LCFF “Gap” LCFF Supplemental New LCFF Funding 11.8% of “Supplemental Gap

ALIGNMENT OF LCAP WITH CURRENT DISTRICT PRACTICES Implementation Planning

A Plan for LCFF Coherence RegulationsTemplatesRubric 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 11

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 ? 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

District LCAP Crosswalk template 18

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 19

Keys to Performance-Based Budgeting Data with analysis Persistence Understanding of planning and performance assumptions Theory of action, logic model, etc. 20

Keys to Performance-Based Budgeting Criteria for evaluation Starting with priorities and values Expectations Information to evaluate Stakeholder engagement Simplicity over complexity 21

COMMON CORE STATE STANDARDS More Implementation Planning

And One More Big Change Ahead Common Core State Standards (CCSS) are moving ahead Further adjustments in programs Due to CCSS Limited funding 22

Preparing for Common Core State Standards College and career focused academic standards California is among 45 states that have adopted standards Inform instruction Learning measured through assessments Resources required 23

Program Expectations Oriented to Results Grounded in Reality 24

What’s Involved? Academic standards are not new Common Core State Standards encourage a new approach to instruction Overlap with prior standards However, unique characteristics 25

Where’s the Money? Instructional Materials Professional Development Assessments Classroom Resources 26

Where’s the Money? The Prior Cycle Instructional Materials Professional Development Assessments Classroom Resources IMRF Staff Development Buy Back Days SB 472/AB 430 Education Technology School Improvement Program STAR 26

Where Was the Money? Current Cycle Instructional Materials Professional Development Assessments Classroom Resources IMRF Staff Development Buy Back Days SB 472/AB 430 Education Technology School Improvement Program STAR 26

Where Was the Money? Instructional Materials Professional Development Assessments Classroom Resources IMRF Staff Development Buy Back Days SB 472/AB 430 Education Technology School Improvement Program STAR 27 $1.25 Billion for CCSS Implementation!

Local Implementation Considerations What’s the best way to use the CCSS implementation funds? What’s needed? What’s the best resource to use? » Most restrictive to least restrictive 28

A Worthwhile Investment Redirect time, energy, and funding to meet Common Core needs Treat every activity as an investment Spending alone insufficient to successfully implement Efficiencies are possible with smart planning 29

DEVELOPING YOUR DISTRICT LCAP Planning, Communicating and Engaging

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? 30

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 31

Clearly Communicate Expectations for stakeholder contributions The decision-making process and authority Ways of raising constructive questions or concerns Progress made over time 32

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? 33

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 34

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 35

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) 36

Don’t Ask Stakeholders for Input You Don’t Have a Plan for Using! 37

DEVELOP A STAKEHOLDER INVOLVEMENT TIMELINE Team Activity

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? 39

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 40

Process Point Expected Stakeholder Contributions (based on knowledge, experience, role, and interests) StakeholdersSelection 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 Completed By: ______________ 41

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 42

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? 43

Process Point Expected Stakeholder Contributions (based on knowledge, experience, role, and interests) StakeholdersSelection Process Stakeholder Information Needs Identification of Desired Outcomes Completed By: ______________ 44

Indentifying 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 45

Indentifying Strategies Strategies should guide decisions about resource allocation (time/attention, money, expertise, etc.) What major steps will be taken? Who will take them? 46

Process Point Expected Stakeholder Contributions (based on knowledge, experience, role, and interests) StakeholdersSelection Process Stakeholder Information Needs Identification & Selection of Evidence- Based or Promising Programs & Practices Completed By: ______________ 47

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 48

Process Point Expected Stakeholder Contributions (based on knowledge, experience, role, and interests) StakeholdersSelectio n Process Stakeholder Information Needs Identification of Progress Indicators Completed By: ______________ 49

What is a Goal? Data points to needs Goals direct actions Goals should be meaningful to the need Aim for both accuracy (the right thing) and precision (with efficiency) 50

BUT, Goals are More than Statements Mindset {noun} A set of beliefs or a way of thinking that determines one’s behavior, outlook, and mental attitude 51

TAKE STOCK OF CURRENT PLANS FOR ALIGNMENT TO STATE PRIORITIES Team Activity

Strategic Planning Activity 52

DISCUSS/DEVELOP A METHODOLOGY TO PRIORITIZE LCAP GOALS Team Activity

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 53

1.What did your group accomplish? 2.What questions remain? Report Out 54

Key Concepts to Support Successful Implementation of LCFF Priorities Implementation frameworks Evidence-based practices Effective organizational communication Strengthening team building strategies 55

WestEd.org For More Information lcff.wested.org lcff.wested.org Ann Hern Ginni Davis Laura Lara-Brady Jannelle Kubinec

Cross-District Sharing Please take a moment (10 minutes/district)and share where your district is in the process and one strategy/activity you are excited to conduct or that you have already completed. 71

Cross-District Sharing Partners Redwood City & Ravenswood San Carlos and Belmont SM-FC and San Bruno Cabrillo and SSFUSD Woodside, Portola Valley and Las Lomitas Hillsborough and Burlingame Menlo Park and Milbrae SMCOE (Student Services), SMUHSD, JUHSD and SUHSD Pacifica and JESD Brisbane, Bayshore and La Honda Pescadero 72

LCAP Measures and Metrics Begin thinking about local measures/metrics that can be used to set goals for your plan. For example in Priority Area 1: – Mathematics Assessment Resource Service (MARS) – CCSS-aligned benchmark assessments in ELA/Math – Standards-based grades – Diagnostic literacy/math assessments – Access to higher-level course taking (where/when relevant) – Re-designation criteria (other than CST, of course) – Others? 73

Future Workshop Dates Feb. 3, 2014 (9-12): Review/Update LCAP development and inclusion of required elements - Focus on Student achievement/CCSS Implementation Priority Areas March 10, 2014 (9-12): Review/Update LCAP development and inclusion of required elements - Focus on School Climate/Student Engagement Priority Areas 74

District LCAP Contacts Please indicate it on the purple sheet 75

Closing Remarks What’s next? County Superintendent of Schools, Anne Campbell 76