LOCAL CONTROL AND ACCOUNTABILITY PLANS

LOCAL CONTROL AND ACCOUNTABILITY PLANS

Focus for Today’s Work State Board of Education LCAP Revisions as of November, 2014 Template Conversion Guidelines Annual Updates Regulations On-going Stakeholder Engagement Rubric Design and Development Process Ties to Other Plans Today’s workshop will focus on understanding the LCFF funding and the LCAP template so that we are all in a great position to assist our districts and charters, and assist in the preparation of our own LCAP. We realize that work is already being done in counties and districts across the state and we hope to develop a repository for tools and information.

Lessons Learned From First LCAP
With your district team or table group, reflect on your LCAP activities to date. List one idea in each category, then pick one thing to share with the larger group: Table introductions and brainstorming to list an idea in each area. Share ideas with whole group. Chart results. One significant thing we accomplished One important thing we learned One thing we will repeat or change this year

The revised template represents edits, additions and deletions suggested by many stakeholders statewide. As we work together today, we think you will find it helpful to have a copy of the revised template in front of you. You will note that language new to the revised template has been highlighted. The statutes that drive the LCAP have not been changed. You also have a copy of the new regulations. As we go through the changes, we will make note of where the changes are in the template, and where they are in the regulations. Revised Template $$$$$$$$$$$$$$$$$$$$$$$$$

Screenshot of Revised Introduction
You can see the highlighted sections are new additions. CDE has offered that this is a good place to give demographic information regarding your district or any other contextual information that makes it easier for the reviewer to understand the district.

Additions to the Introduction
Language changes in the Introduction include: The LCAP and Annual Update Template must be completed by all LEAs each year In developing goals, specific actions, and expenditures, LEAs should carefully consider how to reflect the services and related expenses for their basic instructional program in relationship to the state priorities. LEAs may reference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions and expenditures related to the state and local priorities. However, the narrative response and goals and actions should demonstrate each guiding question was considered during the development of the LCAP. The language in the Introduction is clarifying. It makes clear that all districts (LEAs) must complete the LCAP and Update Template annually. It makes clear that the basic instructional program as it relates to the state priorities should be included in the goals, actions and expenditures and that other plans and funding sources may be referenced as they relate to the goals, actions and expenditures. Finally, it directs us to demonstrate that each guiding question is a prompt to complete the information required by statute.

Clarifications to State Priorities
Here you can see the 8 priorities and 2 additional County Office of Education priorities in the LCAP. Two of the instructions describing the priorities- Implementation of State Standards and Parent Involvement include clarifications that more closely reflect the statutes. All priorities must be addressed in the LCAP. Districts and COEs may also have additional local priorities that they add to the required state priorities. In the next several slides, I will be pointing additions to the instructions. The law was always there, it is just more clearly called out now.

Screenshot of Clarifications to State Priorities
Here is the specific language added to the instructions for the two priorities. Remember, this is not language new to the statute. It was added to the instructions to better reflect what it says in the statutes.

Clarifications of State Priorities
Implementation of State Standards: implementation of academic content and performance standards and English language development standards adopted by the state board for all pupils, including English learners. (Priority2) Parental involvement: efforts to seek parent input in decision making at the district and each school site, promotion of parent participation for programs for unduplicated pupils and special need subgroups. (Priority 3) This allows you to see it a little more easily.

Revised LCAP Section 1: Stakeholder Engagement
Section 2: Goals, Actions, Expenditures, and Progress indicators Annual Update Before starting with Section 1, Stakeholder Engagement, we want to compliment your efforts to engage stakeholders. In a survey of county offices of education regarding the review of district LCAPs, an overwhelming majority of COEs statewide said that their districts did a very good job of engaging stakeholders. In fact, the stakeholder engagement section was noted as the strongest part of the LCAP process. Section 3: Use of Supplemental and Concentration Grant Funds and Proportionality

Revised Section 1: Stakeholder Engagement Description
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 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.

Revised Section 1: Stakeholder Engagement Instructions
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.

Definition of “consult”
The determination of curriculum content, the selection of instructional materials, and the use of instructional technology are subject to the duty to "consult" under Government Code Section (a). "Consultation" (also known as "meet and confer") involves the free exchange of information, opinions, informal proposals, and recommendations according to orderly procedures in a conscientious effort to incorporate such recommendations into the resulting policy or plan. Please note the source of this definition. We recommend that you check with local legal counsel if you have any questions. Review the definition and highlight the bolded print. Reference from: “The Fiscal Report” Copyright © 2013 School Services of California, Inc. Volume 33, No. 19 For Publication Date: September 20, 2013 The Fiscal Report (2013) School Services of California, Inc.

Obligation to “negotiate”
While LEAs have an obligation to "consult," they do not have an obligation to "meet and negotiate" implementation decisions. "Establishing educational policies, goals and objectives," "determining curriculum," and "establishing budgetary priorities and allocations" are all fundamental management prerogatives not within the mandatory scope of bargaining… Please note the source of this definition. We recommend that you check with local legal counsel if you have any questions. Reference from: “The Fiscal Report” Copyright © 2013 School Services of California, Inc. Volume 33, No. 19 For Publication Date: September 20, 2013 The Fiscal Report (2013) School Services of California, Inc.

Obligation to “negotiate” (continued)
However, if such decisions would have a foreseeable impact on negotiable "terms and conditions of employment" for bargaining unit members, a school district or COE is required to negotiate the "effects" or "impacts" of these decisions on negotiable subjects, including for example, hours of employment and compensation for professional development. Please note the source of this definition. We recommend that you check with local legal counsel if you have any questions. Reference from: “The Fiscal Report” Copyright © 2013 School Services of California, Inc. Volume 33, No. 19 For Publication Date: September 20, 2013 The Fiscal Report (2013) School Services of California, Inc.

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? 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.

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 ? There were no revisions in this group of questions.

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? 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.

Revised Section 1: LCAP Template
Involvement Process Impact on LCAP Annual Update: The slide captures the addition of the boxes for the Annual Update.

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. 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.

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 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.

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. 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.

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? 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

Section 2: Goals, Actions, Expenditures, and Progress indicators Annual Update Let’s focus now on Section 2 Section 3: Use of Supplemental and Concentration Grant Funds and Proportionality

Revised Section 2: Description
“Actions and Expenditures” have been added from Section 3 of the old template to Section 2 of the new template. Last year determining the difference between Section 2, Section 3A and Section 3B was problematic for many of us. This new version should make it less redundant. Description of the LCAP as a three-year plan with annual updates is explicitly stated. It also provides clear direction on what the Annual Update section should include.

Revised Section 2: Description (continued)
In the second paragraph, the description makes clear that the LCAP should include school specific goals from the school plans and that the LCAP should be shared with the schoolsite-level advisory groups.

Revised Section 2: Description (continued)

Section 2: Revised Template
Here is what the revised template for Section 2 looks like. You will complete a template like this for each goal for each of the LCAP’s three years. The LCAPs created this year will be Year 1, Year 2, will be for and Year 3 will be for It is important to note that a single goal table can cover 1, 2, or 3 years as long as there are Expected Annual Measurable Outcomes for each of the years the goal does cover and actions/services/expenditures for each year. If you aren’t including year 2 or 3 you can delete that portion of the template.

Section 2: Revised Template

Section 2: Identifying Goals
Include goals for all pupils and specific goals for school sites and specific subgroups including pupils with disabilities, both at LEA level and where applicable at the school site level. The LEA may identify which subgroups have the same goals, and group and describe those goals together. The LEA may also indicate those goals that are not specific to a subgroup or school site. The directions for the Goal box are on the screen. A first step in the conversion from the old template to the new template is to enter each goal separately in a goal box.

Section 2: Related State and/or Local Priorities
Identify the state and/or local priorities addressed by the goal by placing a check mark next to the applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as defined in 5 CCR 15495(i), and any additional local priorities; however, one goal may address multiple priorities. Next, you will mark an X in the priority box(es) that goes with each goal. Delete the space that will follow your X to keep the box from expanding. If you have local priorities you could add them in the line provided.

Section 2: Identified Need
Describe the need(s) identified by the LEA that this goal addresses, including a description of supporting data used to identify the need(s). The identified need section was the first column of Section 2 in the old template. Here you are using local data to identify a need for improvement. The data used here will be one of the measurements that is tracked to establish improvement.

Section 2: Goal Applies to- Schools
Identify the school sites to which the goal applies. LEAs may indicate “all” for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5) This box appeared in Section 2 of the old template. This is where you identified the schools and subgroups the goal applies to.

Section 2: Goal Applies to- Applicable Pupil Subgroups
Identify the pupil subgroups as defined in Education Code section to which the goal applies, or indicate “all” for all pupils. Education Code includes ethnic subgroups, socioeconomically disadvantaged pupils, English learners, pupils with disabilities, and foster youth.

Section 2: Expected Annual Measurable Outcomes
For each LCAP year, identify and describe specific expected measurable outcomes for all pupils using, at minimum, the applicable required metrics for the related state priorities. Where applicable, include descriptions of specific expected measurable outcomes for school sites and specific subgroups, including pupils with disabilities, both at the LEA level and school site level.

Section 2: Expected Annual Measurable Outcomes (continued)
The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although the goal tables must address all required metrics for every state priority in each LCAP year. The required metrics are the specified measures and objectives for each state priority as set forth in Education Code sections 52060(d) and 52066(d). For the pupil engagement priority metrics, LEAs must calculate the rates specified in Education Code sections 52060(d)(5)(B), (C), (D) and (E) as described in the LCAP and Annual Update Template Appendix, sections (a) through (d). We will go over the Annual Update Template Appendix in just a few minutes. Expected Annual Measurable Outcomes and actions/services/expenditures will need to be addressed for each applicable LCAP year under the Goal.

Section 2: Actions/Services
Actions and Services: For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Actions may describe a group of services that are implemented to achieve the identified goal.

Section 2: Scope of Service
Describe the scope of each action/service by identifying the school sites covered. LEAs may indicate “all” for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g. all high schools or grades K-5). If supplemental and concentrations funds are used to support the action/service, the LEA must identify if the scope of service is districtwide, school wide, countywide, or charter wide. Last year the title of this column was “level of service.”

Section 2: Pupils to be served within identified scope of service
For each action/service, identify the pupils to be served within the identified scope of service. If the action to be performed or the service to be provided is for all pupils, place a check mark next to “ALL.” For each action and/or service to be provided above what is being provided for all pupils, place a check mark next to the applicable unduplicated pupil subgroup(s) that will benefit from the additional action, and/or will receive the additional service. Identify, as applicable, additional actions and services for unduplicated pupil subgroup(s) as defined in Ed. Code section , pupils redesignated fluent English proficient, and/or pupils subgroup(s) as defined in Ed. Code section In the old template this was section was captured in 3A and 3B.

Section 2: Budgeted Expenditures
For each action/service list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure. Guide district to capture the category of the expenditure so it can easily be found in the budget.

Guiding Questions from LCAP Template
What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”? What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”? What are the LEA’s goal(s) to address state priorities related to “Engagement” (e.g., pupil and parent)? What are the LEA’s goal(s) to address locally-identified priorities? How have the unique needs of individual school sites been evaluated to inform the development of meaningful district and/or individual school site goals (e.g., input from site-level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth school-level data analysis, etc.)? Guiding questions for Section 2 remain the same with a few exceptions

Guiding Questions from LCAP Template (continued)
What are the unique goals for subgroups as defined in Education Code sections and that are different from the LEA’s goals for all pupils? What are the specific predicted measureable outcomes/metrics/noticeable changes associated with each of the goals annually and over the term of the LCAP? What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority and/or to review progress toward goals in the annual update? Number 7 makes clear that there should be specific measureable outcomes for each of the goals.

What information was considered/reviewed for individual school sites? What information was considered/reviewed for subgroups identified in Education Code section 52052? In the annual update, what changes/progress have been realized, and how do these compare to changes/progress predicted? What modifications are being made to the LCAP as a result of this comparison? The annual update is addressed in a separate template so the question here was deleted.

What actions/services will be provided to all students, to subgroups of pupils identified pursuant to Ed. Code section 52052, to specific schoolsites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP. How do these actions/services link to identified goals and expected measurable outcomes? What expenditures support changes to actions/services as a result of the goal identified? Where can these expenditures be found in the LEA’s budget? The final three questions you see here were added. Questions 11 and 12 are made clear in the template directions. Question 13 is one that will help stakeholders and reviewers find expenditures in the budget.

Discuss where the district is with each goal’s actions. What has been started, what needs to be started, what needs to be modified or changed? For which priority areas have you been collecting data? Where do you still need to work on data collection and what are your plans to do so? We have come to the second activity/discussion. Please take some time to discuss questions with your team/elbow partner. 15 minutes

Section 2: Goals, Actions, Expenditures, and Progress indicators Annual Update 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

Annual Update 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.

Annual Update 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 ?

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. Here are the directions for completing the Annual Update to the LCAP which is a new section in the LCAP.

Annual Update Important for business and program staff to work together for Estimated Actual Annual Expenditure column. 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.

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 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)

Annual Update Annual Audit Manual
The LCAP will be reviewed during the annual audit. 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.

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 schoolsites and were these actions/services effective in achieving the desired outcomes? There are six guiding questions for the Annual Update section. Here are the first three questions.

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? Here are the last three guiding questions regarding the Annual Update section.

Turn to Section 2 of your district’s current LCAP. Select one metric that addresses the Pupil Achievement priority (Priority #4) Review the information in column 6 for LCAP year (What will be different/improved for students?) Discuss the data you will collect and analyze to measure progress. What is the timeline for collecting the data? Who is responsible for compiling this information? Refer to the handout and discuss your district’s plans to collect data and report progress in preparation for the Annual Update. 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. 10 minutes

Section 2: Goals, Actions, Expenditures, and Progress indicators Annual Update Section 3 now has only two parts- 3A and 3B Section 3: Use of Supplemental and Concentration Grant Funds and Proportionality

Section 3: Use of Supplemental and Concentration Grant Funds and Proportionality. 3A
In the box below identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5). Total amount of Supplemental and Concentration funds calculated $ What is now Section 3A was Section 3C in the original template. The instructions now clarify that a dollar amount goes in this box followed (go to next slide). This amount is according to the calculation at Step 5 of the CCR 15496(a).

LCAP Instructions, Section 3A
Describe how the LEA is expending these funds in the LCAP year. Include a description of and justification for, the use of any funds in a districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a school site in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district’s goals for unduplicated pupils. In addition to describing how the use of these funds are the most effective use of the funds, LEAs must also provide the basis for this determination, including, but not limited to, any alternatives considered and any supporting research, experience, or educational theory.(See 5 CCR 15496(b) for guidance). In this section you will provide a narrative description of and justification for the use of funds in a districtwide, schoolwide, countywide or charterwide manner. For districtwide, schoolwide, countywide or charterwide uses, there is an additional requirement to provide the basis for this determination. This is where you will need to provide supporting research, experience or educational theory. CCR 15496(b) requires the district to describe how districtwide or schoolwide services are principally directed towards, and are effective in, meeting the district’s goals for its unduplicated pupils. CCR requires county offices of education to review any descriptions of districtwide or schoolwide services when determining whether the school district has fully demonstrated that it will increase or improve services for unduplicated students (Approval Criteria #3).

Section 3: Use of Supplemental and Concentration Grant Funds and Proportionality, 3B
In the box below identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a). The new Section 3B is what was Section 3d in the original template. The instructions now clarify that a percentage goes in this box and (go to next slide). This amount is according to the calculation at Step 7 of the CCR 15496(a). %

LCAP Template for Section 3B
Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low-income pupils, foster youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage is met using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the services provided to all pupils. A narrative is required that describes how the proportionality percentage is met in terms of increased and/or improved services for unduplicated pupils as compared to the services provided to all pupils. The percentage is available from the LCFF calculator.

LCAP Annual Update Appendix Definitions Chronic absenteeism rate
Middle School dropout rate High School dropout rate High school graduation rate Suspension rate Expulsion rate 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.

Charter School LCAPs Reminders
All charter schools complete an LCAP, using the SBE template. Charter schools must adopt an LCAP by July 1, 2014 and annually thereafter. Charter schools submit for review the LCAP to the chartering authority and the county superintendent of schools by July 1 of each year pursuant to EC Section Point out the reminders regarding Charter school LCAPs. This information is helpful to share with your charter school operators. Emphasizing that we don’t approve the Charter LCAP

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? Allow a few minutes for teams to discuss the prompts on this slide.

Rubric Design and Development Process $$$$$$$$$$$$$$$$$$$$$$$$$

Rubric Development Process
Practitioner and Community Advisory Group Policy Advisory Group Research Advisory Group Rubric Design Group CDE-SBE-WestEd Recommendation to the SBE for Rubric Approval

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

Rubric Design Timeline
September 2015 – Evaluation rubrics adopted by the SBE October 1, 2015 – Statutory deadline for adoption of the evaluation rubrics 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

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Recommended Timeline for 2014-15
July – October 2014 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 November January 2015 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 February - March 2015 Review draft LCAP Evaluation Rubric when available Continue modification of LCAP and updating progress on Annual Report Present draft LCAP to stakeholders, including PACs April - June 2015 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

Appendix LCAP Implementation Monitoring, Shasta COE
LCAP Alignment with Board of Education, LEA, and SPSA Goals, Shasta COE LCAP Empathy Questions, Sonoma COE Audit Manual Page, X Local Control and Accountability Plan 1. LCAP Implementation Monitoring (Shasta COE): This sample is for one goal. Copy and paste the blank template and number the goals appropriately. The dates are only suggestions. Change the dates and frequency to best suit your needs. 2. LCAP Alignment with/ Board of Education Goals/ LEA Goals/ Single Plan for Student Achievement (Shasta COE) is a document that can be used at the district or site level. 3. LCAP Empathy Questions (Sonoma COE) are included as a tool to gather meaningful stakeholder input for each of the state priorities. 4. Audit Manual Page provides detailed information from the Guide for Annual Audits of K-12 Local Educational Agencies

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LOCAL CONTROL AND ACCOUNTABILITY PLANS

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LOCAL CONTROL AND ACCOUNTABILITY PLANS

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