1. California Association of School Business Officials
Local Control Funding Formula, Local Control and Accountability Plan: Performance Based Budgeting
Welcome to the California State Board of Education’s LCFF Channel. The video and audio downloads available on the LCFF Channel are designed to help the education community learn about how LCFF works to support local implementation activities. The focus of this brief segment is to explain what makes LCFF different – and better – from how California has approached providing state funding to local educational agencies.
California Association of School Business Officials
Shared with PUSD D-BAC – August 30, 2017

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
Full LCFF implementation will take time
Initiated in 1

3. $ 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) 2

4. 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 3

5. 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
PLUS for COEs:
Expelled Pupils: Coordination of instruction of expelled students (County Offices of Education only) (Priority 9)
Foster Youth: Coordination of services for foster youth students (County Offices of Education only) (Priority 10) 4

6. LCAP
Goal
Outcome
Services 5

7. 6

8. Keys to Performance-Based Budgeting
Data with analysis
Persistence
Understanding of planning and performance assumptions
Theory of action, logic model, etc.
Criteria for evaluation
Starting with priorities and values
Expectations
Information to evaluate
Stakeholder engagement
Simplicity over complexity 7

9. 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
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? 8

10. LCAP Section 1: Stakeholder Engagement
Describe in the LCAP the process used to engage the community, including meeting requirements of statute, in developing the LCAP
Describe how this engagement contributed to the development of the LCAP
LEAs must still describe goals and actions around the state priorities of parent involvement and pupil engagement which must be detailed in sections 2 and 3
Moving on to the structure of the LCAP…
Section 1 – Stakeholder Engagement
This section is not designed to be a check the box, hold the required number of meetings/hearings etc.
Instead this section is intended for an LEA to really show what its engagement process was, why it was (maybe switched to evening /weekend meetings to get more working parent participation), and what the impact was on the LCAP.
This may mean big things, such as changing a goal, deciding on the best course of action.
Or smaller., but meaningful things, such as… the LEA realized they had not sharing budget information in an effective way, based on parent feedback, they changed they way they display and share this district information which served as the backdrop for more transparent LCAP conversations.
This is the first part of the LCAP because it is vital to the idea of local control and also likely to be the greatest challenge for many districts.
SBE staff are working hard on the next steps of implementation, including putting together some guidance materials, which will include ideas and resources around community engagement. 9

11. LCAP Section 2: Goals and Progress Indicators
Set goals (annual and long term) around state and local priorities
Identify metrics for measuring progress towards goals
Review past progress and adjust if necessary
LEAs must create goals for all school sites and subgroups identified in Education Code Section 52052, but may group and describe these goals together as appropriate 10

12. LCAP Section 3 (A) and (B): Actions, Services, and Expenditures
Identify actions and services to support the goals
Identify expenditures to support the actions and services and describe where these expenditures are included in the LEA’s budget
Review past progress and adjust if necessary
Section (A) requires that actions, services, and expenditures be identified for all students.
Section (B) requires that actions, services, and expenditures be identified for English learners, low income pupils, foster youth, and redesignated fluent English proficient pupils that are beyond what is provided for all pupils
Section 3 (C)and (D) are where the LEA specifically describes how it is meeting the requirements of the regulations (5CCR 15496)
Section (C) requires the LEA describe the amount of supplemental and concentration funds estimated for the LCAP year, describe how they are expending the funds, and for those funds they are using in a districtwide, schoolwide, countywide, or charterwide manner, provide the explanations required by the regulations (5 CCR 15496(b)).
Section (D) requires the LEA to describe how they calculated their proportionality percentage and how they are increasing or improving services for unduplicated students above what they are doing for all students by this percentage. (5 CCR 15496(a) 11

13. PUSD Planning Cycle 12 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
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
Monitoring of Progress
Identification of Metrics for Measuring Progress
Implementation of Programs and Practices
Expenditure Decisions to Support Services and Actions 12

14. PUSD Five LCAP Goals
Support high-quality teachers in their implementation of an articulated California standards-based curriculum, instruction, and assessment to ensure College and Career Readiness and Citizenship for all students, TK-12. 1
Create systems and structures that provide multiple pathways of learning and engagement to increase College and Career Readiness of our students and close the achievement gaps for all subgroups. 2 3 4
Strengthen and maintain a safe, healthy, positive, and attractive learning environment for all learners.
Increase parent and student engagement in learning through enhanced community involvement in the education of our students. 5
Develop, implement, and embed a collaborative learning structure and system for adults and students to increase student achievement. D 13

15. 2017-2018 Adopted Budget Combined General Fund
Rigorous academics, positive learning environment
(Qualified teachers, administrators, and staff; professional development, instructional supplies)
$306,606,793
Safe, clean and orderly school environment
(Deferred maintenance, routine maintenance, safety)
$22,444,884
Other operating expenses
(utilities, insurance, debt payment, etc…)
$40,559,885
Total proposed budget
$369,611,563
Malliga – Overall budget

16. Implementation of LCFF
Local educational agencies will develop budgets and plans in reflecting LCFF funding and structures
Spending regulations will guide expenditure planning
LCAP will share story – explain how resources contribute to goals, demonstrate equity, and support transparency and simplicity
Governor’s Budget substantially builds on LCFF implementation
Now we turn to implementation. We know many LEAs are staring already, holding meetings and planning. Many have told me that they are working with their COE already or plan to rely on their COE. That is good news to us. We know how important the COEs will be in getting this right.
Other good news – LCFF funding is looking good – latest GB shows additional funding. Does not change the 8 year – full implementation trajectory, but shows more of those new funds arriving in the early years, should allow for some significant new work among LEAs. 15

17. Inequality of State Funding
© 2017 School Services of California, Inc
Inequality of State Funding

18. Inadequacy of LCFF Funding
© 2017 School Services of California, Inc
Inadequacy of LCFF Funding 17

19. LCFF Per ADA by District (2015-16)
Unaudited Actuals
PER ADA 1
Warner Unified
$3,469,962
$18,216 2
Borrego Springs Unified
$5,477,333
$13,729 3
Mountain Empire Unified
$16,294,706
$11,107 4
San Diego Unified
$1,044,767,992
$10,219 5
Vista Unified
$189,029,205
$9,025 6
Oceanside Unified
$160,792,773
$8,948 7
Bonsall Unified
$18,924,787
$8,688 8
Valley Center-Pauma Unified
$32,847,286
$8,419 9
Ramona Unified
$43,230,709
$8,124 10
San Marcos Unified
$156,942,615
$7,848 11
Poway Unified
$265,454,300
$7,675 12
Coronado Unified
$22,938,004
$7,505 13
Carlsbad Unified
$79,689,172
$7,494

20. For More Information www.cde.ca.gov