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

2. 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 1

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

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

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

6. LCFF Targets – 2013-14 Beginning of Something More
LCFF Target 5

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

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

9. 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 Grant
N/A
$112,311,872
$115,544,510
$139,706,856
Estimated Total of Supplemental and Concentration Grants
$7,697,764
$10,077,190
$27,862,406
Proportional increase or improvement in services for low income/English learner/foster youth pupils as compared to the services provided to all pupils in that fiscal year
6.9%
8.7%
20%
* Assuming, for purposes of this hypothetical, that 11.8% of the remaining statewide funding gap between current funding and full implementation of LCFF is eliminated by additional funding provided in
** 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 8

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

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

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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. Local Control Accountability Plan EXAMPLE: Preparation Activities17

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

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

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

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

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

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

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

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

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

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

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

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

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

33. Develop A Stakeholder Involvement Timeline
Team Activity
Develop A Stakeholder Involvement Timeline

34. 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

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

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

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

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

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

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

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

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

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

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

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

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

47. Strategic Planning Activity41

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

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

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

51. For More Information lcff.wested.org www.cde.ca.gov
Ann Hern Ginni Davis Laura Lara-Brady Jannelle Kubinec