1. Local Control and Accountability Plans Annual Update
BOTH MICAELA & ANGELICA

2. Annual update

3. Revised Section 1and Annual Update Implications
Section 1: Stakeholder Engagement Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), and specify the minimum requirements for school districts; Education Code sections 52066(g), and specify the minimum requirements for charter schools. In addition, Education Code section specified the requirements for translation of documents.
Education Code (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 (g) has the same requirements for county offices of education
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The template inclusion of Education Code (g) for districts and charters and (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.
Local Control and Accountability Plans

4. Revised Section 1and Annual Update Implications
Section 1: Stakeholder Engagement Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA’s goals, actions, services and expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes, describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals, actions, services, and expenditures.
Previously, the verb was “engage” and now it is “consult” which matches Education Code
Added to the instructions are all the people who are to be consulted, including “school personnel” and “local bargaining units as applicable,” also in Education Code
The remaining changes are related to capturing in the revised Section 2 what was previously in Sections 2 and 3A and 3B.
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Local Control and Accountability Plans

5. 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 ; 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?
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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.
Local Control and Accountability Plans

6. 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 , including engagement with representative parents of pupils identified in Education Code section ?
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There were no revisions in this group of questions.
Local Control and Accountability Plans
Local Control and Accountability Plans

7. 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?
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The final two guiding questions for Stakeholder Engagement are new. Question 6 makes clear the new regulatory (5 CCR 15495(a) definition of “consult with pupils.” This was always in statute, just not called out in the first version of the template.
Question 7 makes clear the expectation that stakeholders continue to be involved to support improved outcomes for pupils, including unduplicated pupils.

8. Revised Section 1: LCAP Template
Involvement Process
Impact on LCAP
Annual Update:
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The slide captures the addition of the boxes for the Annual Update.
Local Control and Accountability Plans
Local Control and Accountability Plans

9. 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.
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The next couple of slides are reminders of the unduplicated student definitions in Education Code and the subgroups identified in Education Code
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. Actions and services and expenditures for FEP students are captured in Section 2 of the LCAP.
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.

10. 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
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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.”
ED refers to “socioeconomically disadvantaged pupils” instead of “low income” students.
Local Control and Accountability Plans

11. Required Representation from Parent Groups
Parent Advisory Group
Low Income rep
Foster Youth rep
All Parents
District EL Parent Advisory Group (if district enrollment includes):
15% ELs
At least 50 EL pupils
English Learner rep
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 (DELAC) may be included in the LCAP EL Parent Advisory Committee.
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This slide is a reminder of the required representation from parent groups. Be sure to review the information in the green boxes. LEAs may use existing DELAC if they meet the requirements of statute and existing Title I DAC for district level parent advisory committee.
The Parent Advisory Group and English Learner Parent Advisory Group must be made up of a majority of parents and must include parents of unduplicated students. The EL Parent Advisory Group must be made up of a majority of parents of English learners.
Local Control and Accountability Plans

12. Team Discussion 5 minutes
What is your process this year for continuing to work with stakeholder groups to monitor goal implementation and student outcomes?
How do you intend to consult with
all groups?
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We have come to our first activity/discussion. Please take time to discuss these questions with your district team/elbow partner. While we are not allowing a great deal of time, many of these discussion questions can be continued back home in your districts.
5 minutes
Local Control and Accountability Plans

13. Revised LCAP Section 1: Stakeholder Engagement
Section 2: Goals, Actions, Expenditures, and Progress indicators
Annual Update
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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
Local Control and Accountability Plans

14. Annual Update
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You can copy and paste from the year template into the Annual Update. We have labeled where you will find the information you need in your approved LCAP.
Local Control and Accountability Plans
Local Control and Accountability Plans

15. Annual Update
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On the left side of the template you will capture what was the original plan. On the right hand side of the template you will capture what actually happened.
At the bottom of the template you will capture the changes that you will make (or not) as a result of analyzing those efforts. Were the expected results achieved? And most importantly, what changes will be needed in the LCAP for ?

16. 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 and 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.
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Here are the directions for completing the Annual Update to the LCAP which is a new section in the LCAP.
Local Control and Accountability Plans

17. Annual Update
Important for business and program staff to work together for Estimated Actual Annual Expenditure column.
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The template includes a column to add budget information noting the estimated actual annual expenditures. In some cases, there are ongoing expenses associated with a goal but all of those expenses will not have occurred by the time you are meeting with stakeholders and creating this document. As you work with stakeholders focus on how much of the action or service has been completed.
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.
Local Control and Accountability Plans

18. Annual Update Estimated Actual Annual Expenditures
Timing – The annual update is completed in conjunction with next year’s LCAP
Start gathering data on actions and services that are being provided to share with stakeholders by January
Review audit requirements
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As each goal in the prior year LCAP is reviewed, the district’s budget staff need to be included in the process.
Timing – since the annual update is done in conjunction with next year’s LCAP, we recommend that you:
Start gathering data by January on a preliminary basis for availability in stakeholder meetings
Make sure that you can provide updates on the services that have been provided and those that are yet to be provided
Work closely with your budget staff throughout this process on the Annual Update and LCAP for
The LCAP will need to be shared with stakeholders and ready for the Public Hearing and Board Approval by June 30.
Budget personnel need to be included throughout the process in order to align the budget and LCAP and so that the budget by action/service can be updated/prepared easily and accurately and ready for the mandated stakeholder reviews, public hearing and board approval by June 30.
Also, the supplemental/concentration and proportionality sections need to be updated.
Note: Point out audit requirements (Handout: excerpt of the audit manual for LCAP)
Local Control and Accountability Plans

19. Annual Update Annual Audit Manual
The LCAP will be reviewed during the annual audit.
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Here is an excerpt from the Annual Audit manual regarding the LCAP. (Handout) Skim the items that will be reviewed for the LCAP regarding the expenditures. Note that there are 5 tasks required in the stakeholder engagement activities from Section 1 that also appear in the Audit Manual.
Local Control and Accountability Plans

20. Guiding Questions from LCAP Template Annual Update
How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes?
How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052, including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes?
How have the actions/services addressed the identified needs and goals of specific school sites and were these actions/services effective in achieving the desired outcomes?
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There are six guiding questions for the Annual Update section. Here are the first three questions.
Local Control and Accountability Plans

21. Guiding Questions from LCAP Template Annual Update
4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update?
What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in making progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of the review of progress and assessment of the effectiveness of the actions and services?
What differences are there between budgeted expenditures and estimated actual annual expenditures? What were the reasons for any differences?
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Here are the last three guiding questions regarding the Annual Update section.
Local Control and Accountability Plans

22. Team Discussion 5 minutes
Refer to the handout and discuss your district’s plans to collect data and report progress in preparation for the Annual Update.
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We have come to our next activity/discussion. Please take time to discuss these questions with your district team/elbow partner. While we are not allowing a great deal of time, many of these discussion questions can be continued over lunch or back home in your districts.
5 minutes
Local Control and Accountability Plans

23. LCAP Annual Update Appendix Definitions Chronic absenteeism rate
Middle School dropout rate
High School dropout rate
High school graduation rate
Suspension rate
Expulsion rate
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There is also an Appendix that clarifies the definitions for the terms on this slide.
Give participants a minute to look over the Appendix definitions.
Local Control and Accountability Plans

24. Discussion
How is your district using supplemental and concentration funds?
What have you noticed about the planned increased or improved services? Have you developed any new services, ideas or resources to share?
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Allow a few minutes for teams to discuss the prompts on this slide.
Local Control and Accountability Plans

25. RUBRIC DESIGN AND DEVELOPMENT PROCESS
LOCAL CONTROL AND ACCOUNTABILITY PLANS
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RUBRIC DESIGN AND DEVELOPMENT PROCESS
Local Control and Accountability Plans

26. Rubric Development Process
Practitioner and Community Advisory Group
Policy
Advisory Group
Research Advisory Group
Rubric Design Group
CDE-SBE-WestEd
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Recommendation to the SBE for Rubric Approval
Local Control and Accountability Plans

27. Rubric Design Timeline
Summer/Fall 2014 – Initial meetings of RDG to plan timeline for future meetings and deliverables established; organize and facilitate sessions with various working groups for preliminary input
Spring 2015 – First draft of evaluation rubrics completed by RDG
Spring/Summer 2015 – Organize and facilitate follow-up sessions with various working groups regarding draft evaluation rubrics
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Local Control and Accountability Plans
Local Control and Accountability Plans

28. Rubric Design Timeline
September 2015 – Evaluation rubrics adopted by the SBE
October 1, 2015 – Statutory deadline for adoption of the evaluation rubrics
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It is important to put into context what the rubrics will be used:
Education Code (a)(1) to assist a school district, COE or charter school in evaluating its strengths, weaknesses, and areas that require improvement
Education Code (a)(2) to assist a superintendent of schools in identifying school districts and charter schools in need of technical assistance
Additionally:
Education Code (b) a county superintendent shall provide technical assistance using the rubric to any school district that fails to improve pupil achievement across more than one state priority described in EC for one or more pupil subgroup identified in EC 52052

29. TIMELINE FOR 2014-2015 LOCAL CONTROL AND ACCOUNTABILITY PLANS BSB

30. Recommended Timeline for 2014-15
July – October 2014
November January 2015
February - March 2015
April - June 2015
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
Consult stakeholders
Continue updating progress on Annual Report
Review LCAP goals, actions and services for needed adjustments
Review final, SBE- approved LCAP & Annual Report Template
Review proposed state budget ( ) and local implications
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
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
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Local Control and Accountability Plans

31. QUESTIONS AND FINAL COMMENTS
LOCAL CONTROL AND ACCOUNTABILITY PLANS
QUESTIONS AND FINAL COMMENTS
Local Control and Accountability Plans

32. Thank you!
Contact Information
Micaela Ochoa
Chief Business Officer
(408)
Angelica M. Ramsey, Ed.D.
Chief Academic Officer
(408)
Local Control and Accountability Plans