1. LCAP Quarterly Network Meeting
February 27th, 2018

2. Agenda LCAP Timeline LCAP Updates Annual Update LCAP Throughline
DIISUP in the LCAP
K –

3. K

4. LCAP Updates Template Changes:
Two compliant versions from CDE - Word and eTemplate
To meet state and federal accountability requirements
The requirement is for the posted LCAP (question remains about the posting for the public hearing, and for sharing with PAC, ELPAC)
There is not a spanish version yet N
Context around the “why” regarding 508 compliance
State board adopted- expectation of utilizing approved template

5. 2018 Word Template N
Adding graphics - alt text is needed
bullets and font styles
Word Template and formatting instructions are available at:

6. The eTemplate Demonstration
me if you are interested in using the eTemplate
instructions will be sent once you sign up N

7. Annual Update K Screenshot of the Annual Update section
Importance of copying and pasting the information over
Responding to all previous data- interim data can be used as a proxy for end of year data- data needs to be included for each metric...
Cut and paste samples of actions and services into this section

8. Annual Update Replace 17-18 Annual Update with 18-19 Annual Update
Copy information verbatim from Goals, Actions and Services section into Annual Update - Expected or Planned Section
Respond to expected/planned items in actual section with information you have at this time. Use interim data or input if that is what is available. Do not say “data not available at this time”.
Remember - information on effectiveness and expenses now goes in analysis boxes at the end of each goal. K

9. Annual Update Sample Statements
Respond to the specifics of the “Planned” statement. More than “completed”, less than a novel! Data is helpful. K

10. Annual Update Analysis Section
Describe the overall implementation of the actions/services to achieve the articulated goal.
Were all the planned actions/services implemented? Were there challenges or successes overall in implementation?
Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.
Use data and/or stakeholder input here. Refer to the Dashboard or interim data
Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.
Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.
Changes in coming year plan; reference to where (Goal, Action) K
How the overall implementation box differs from the actual actions and services
Example or two of all four boxes-
Reminder to anchor into data to demonstrate effectiveness… what has changed as a result of implementing these actions/services?

11. Sample of Analysis Section
Implementation - Identifying and addressing gaps in learning is still an important part of the our instructional strategy to help unduplicated students, but the work did not progress as quickly as hoped and LTD will be looking at other ways to move this work forward.
Effectiveness - Overall, based on the survey, attendance and suspension
rate outcomes, the actions and services have been effective in moving LTD
toward it’s goal of building a learning environment of respect and high
expectations for all students. However there is still work to do in ensuring
all student groups meeting or exceeding the outcomes
Material Differences - The action on addressing learning gaps also cost
less than anticipated since the program was not fully developed.
Changes - Due to the incomplete implementation of current actions in Goal
2, Action 2c will be revised based on data and stakeholder input. K
Screenshot of the effectiveness and overall implementation boxes
How the overall implementation box differs from the actual actions and services
Example or two of all four boxes-
Reminder to anchor into data to demonstrate effectiveness… what has changed as a result of implementing these actions/services?

12. Metrics in the Goals, Actions and Services Section
What stays as is...
Metrics/Indicators
Baseline
EAMAOs
Where adjustments can be made:
The identified need can change and be updated to reflect the current reality of the LEA
All EAMO’s need to be measurable including language such as “as measured by”
Expected outcomes can be changed for and in the LCAP, however if changes are made then “changed” needs to be designated in the template. If changes are made then an explanation of the change and a reference should be made in the Annual Update section. N
What can change:
The Identified need can change and be updated to reflect current reality of the LEA.
Metric, Baseline and numbers stay intact
All Expected Annual Measurable Outcomes need to be measured...including “as measured by…”

13. Stop, Keep, Start
N – 3 min (end at 9:05)

14. Through line Ensuring a through line exists from:
Data/Identified Need to
Actions and Services to
Budget to
DIISUP narrative
All of these working in alignment will demonstrate how the LEA is working to meet the needs of all students.
Data/Identified Need
Actions and Services
Budget
DIISUP Narrative N
Looking at the through line from data/needs, actions, budget and the DIISUP narrative should align
The needs, as demonstrated by data, should inform the development/refinement of actions and services. These actions and services should have been reviewed and refined to include stakeholder input...
Budget priorities aligned to actions and services based on demonstrated student needs.
The actions and services that demonstrate increased and improved services should be reflected in the narrative.
Role play:
LCAP Leadership team

15. In the box office smash hit
LCAP Lunch Theater
...Featuring the SDCOE Good Company Players N
short break after
In the box office smash hit
O LCAP! My LCAP!
Critics are raving...
“you’ll laugh, you’ll cry, but most of all you’ll learn important lessons about LCAP actions and services!”
“O LCAP! My LCAP! truly made me reflect on how we approach planning, it really hit home with me. I would highly recommend this show!”

16. Table Talk
Table talk- How does your district approach ensuring a “through line”

17. DIISUP Narrative Digging Deeper into the Why: Questions:
Ensure the differentiated needs of unduplicated students are being met
Fiscal transparency for stakeholders
Highlight equity efforts in the district
Questions:
Basic Aid districts
Declining enrollment N
Refer to Summary of Investigative Reports on DIISUP- call out a couple of key points
Fiscal transparency- Public display of funds allocated
What all districts need to do to be protected

18. DIISUP Narrative - Instructions
“Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year.”
Key points:
Percentage referenced above is from the FCMAT calculator
Comparing to “services provided for all students” is easier to demonstrate if the base program is shared in the LCAP
how the base is defined is an important consideration
Description explains the benefit of the actions/services to the differentiated needs of unduplicated students. The percent of unduplicated students doesn’t relate to their specific needs K
In the review/refinement of the LCAP and updating of funding- ensuring that all actions and services that are funded from supplemental and concentration funds are described in the narrative.
Ensuring that the description of districtwide or schoolwide actions and services connects with how funds are “principally directed toward and effective in” serving unduplicated student groups.
If they are distributing money to schools this is the section to note that.
It will also be necessary to note the percentage of unduplicated pupils at the school site and the proportion of funding allocated in alignment with that. We will verify the percentages.

19. DIISUP Narrative - Instructions
Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds.
show how the action/service is principally directed to and effective in meeting the needs of unduplicated students
−All County Offices of Education
−All Charter Schools
−School Districts (with unduplicated % of at least 55%)
−Non-Charter Schools (with unduplicated % of at least 40%)
show how the action/service is principally directed to and most effective in meeting the needs of unduplicated students
−School Districts (with unduplicated % less than 55%)
−Non-Charter Schools (unduplicated % less than 40%) K
In the review/refinement of the LCAP and updating of funding- ensuring that all actions and services that are funded from supplemental and concentration funds are described in the narrative.
Ensuring that the description of districtwide or schoolwide actions and services connects with how funds are “principally directed toward and effective in” serving unduplicated student groups.
If they are distributing money to schools this is the section to note that.
It will also be necessary to note the percentage of unduplicated pupils at the school site and the proportion of funding allocated in alignment with that. We will verify the percentages.

20. DIISUP Samples Effective:
EL students are not graduating or meeting a-g requirements at the same rate as other student groups. Goal 1, Action 1B is principally directed at re-evaluating the class schedules of English Learners to create more opportunities for them to complete the required and rigorous courses. This will be effective in ensuring EL are enrolled in the classes they need leading to improved a-g and graduation rates.
Most Effective:
The District AVID TOSA will work with teachers to enhance instruction in AVID classes of to meet the needs of their unduplicated students. The AVID program has demonstrated success with supporting students who come from low income homes where neither parent went to college. The TOSA will design and share extra supports to increase the number of EL, LI and FY who enroll and complete A-G courses to achieve their fullest potential. (G1; Act 2) K

21. Upcoming Events/Resources
LCAP Quarterly meeting #4
Request for topic specific discussion groups?
LCAP Writing Work Sessions
SDCOE Website
Nancy Sedgwick:
Kristine Shipman:
Andi Loree:
5 min