1. Local Control & Accountability Plan (LCAP)
Los Angeles County Office of Education
Division of Accountability, Support & Monitoring
Categorical Programs Unit
Still trying to get clarification on some questions
Recent regulations clarified some issues but raised others
Charter schools are explicitly included
Keep in mind:
“Local Control” if something not specified in law it is a local determination
The intent of the law to provide additional funds for particular student groups

2. LCAP Business Staff Program Staff School Community
It’s everyone’s work!
Business Staff
LCAP
Program Staff
Fiscal/Program collaboration more essential than ever
LCAP is based on fiscal assumptions at heart of LCFF
Key criteria for approval demonstrating funding sufficient to support the plan
School Community

3. …..Because it is all about our students!
Bottom line: It is about all our student

4. LCAP Basics
LCAP is required for all school districts, county offices of education and charter schools
All LEAs must use the LCAP template approved by the State Board of Education (Per AB97 Charters required to use SBE template for the July 1, 2015 Update)
LCAP must be approved by local board by July 1, 2014 (New or renewing Charters must submit with Charter Petition)

5. State Board Approved LCAP Template
Adopted by State Board of Education as part of Emergency Regulations at January State Board of Education Meeting
Emergency Regulations include:
Definitions
Proportionality Calculations
Criteria for District/Schoolwide or Charterwide use of funds
Regulations definitions, calculations & criteria applicable to plan

6. About the Plan A three year plan To be updated annually Must include:
Annual goals, specific actions and services, expenditures
That address the eight state priority areas and any additional local priorities
For all pupils and each subgroup and
A description of additional actions and services for “unduplicated pupils”
Charter schools must address the priorities that apply for the grade levels served or the nature of the program
The LCAP is required for both locally and direct-funded Charter schools.
Goals, actions and expenditures
All students
Unduplicated students

7. Involvement in Development of the LCAP
Requires consultation with teachers, principals, administrators, other school personnel, parents, and pupils
SB97 added a requirement for consultation with local bargaining units (not applicable to Charter schools)
Prior to the presentation of the LCAP or Update to the local board for consideration, the superintendent must present the plan/update to required advisory committees for review and comment. (Advisory committees not required for Charters)
The superintendent must respond, in writing to comments received from the advisory committees.
Broad Consultation
Required advisory committees

8. Required Advisory Committees
Districts are required to establish:
Parent Advisory Committee – includes parents of low-income students, English learners, Foster Youth (Unduplicated Pupils)
English Learner Advisory Committee – required if district enrollment includes at least 15% English learners and at least 50 pupils who are ELs
LEAs may use existing advisory committees for this purpose if they meet these requirements
Parent committees not required for Charter schools

9. LCAP Adoption Process
Subsequent to advisory committee input, the superintendent must notify members of the public of the opportunity to submit written comments regarding actions and expenditures in the LCAP or Update
The superintendent must review school plans to ensure LCAP strategies are aligned with Single Plans for Student Achievement (SPSA)
The local board must hold at least one public hearing to solicit recommendations and input from the public regarding the LCAP or Update and the budget
The board must adopt the LCAP or Update and the budget at the same meeting prior to July 1, 2014
The district may not adopt a budget until the board has approved the LCAP or Update
Advisory committees –
Public comment –
Aligned with SPSAs-
Public hearing-
Adopted with budget

10. LCAP Input & Local Board Approval Process
Charter schools are not required to have advisory committee input or hold public hearings. LCAP is approved by local board and submitted to the authorizer.
Obtain Stakeholder Input
Present LCAP to advisory committees
Respond to comments from advisory committees
Notify public opportunity for input
Hold public hearing for budget & LCAP
Review SPSAs to ensure consistent with LCAP
LCAP & budget approved by local board 7/1/14
Visual of process

11. Submission & Approval
Within 5 days of local board approval districts submit LCAP to COE
Criteria for COE approval:
Plan adheres to the SBE adopted template
Budget is sufficient to implement the plan
Approved LCAPs and Updates posted on COE Web site
County Offices submit LCAP to CDE for approval
Charters submit LCAP to their authorizer
Two criteria for approval
Use Template
Budget sufficient to implement

12. Technical Assistance If the LCAP is not approved:
COE provides technical assistance
Assigns an academic expert, or
Requests the State Superintendent to assign the California Collaborative for Educational Excellence (CCEE) to provide assistance
If, using the SBE adopted evaluation rubric, the COE finds the district failed to improve achievement across one or more priorities for one or more subgroups.
Not approved or not making progress 3 options for TA

13. LCFF Basic Concepts
Funds are to be spent for the students who generate them
Supplemental and concentration funds must be spent to increase or improve services to the students who generate the additional funding
The additional funds must be spent in proportion to the students who generate the funding
The LCAP is the vehicle for demonstrating how the use of funds meets these criteria
Refer to School Services Fiscal Report Volume 34, No. 3 for further detail
Who generates basic LCFF funds? All kids including unduplicated groups.
Layered
This is at heart of LCFF and Plan needs to demonstrate how doing this

14. Guiding Questions
Template includes guiding questions for each section.
These are to be used as prompts for completing the information as required by statute.
The guiding questions do not require separate narrative responses.

15. LCAP Template Organization
Stakeholder Engagement
Section 1
Section 2
Goals and Progress Indicators
Actions, Services and Expenditures
A) Actions, Services and Expenditures for all pupils and subgroups
B) Actions, Services and Expenditures for unduplicated pupils
C) - Increase in funds based on unduplicated pupils
- Description of services for unduplicated pupils
- Justification for schoolwide, districtwide, charterwide use of funds
D) Description of proportional increase and or improvement in services for unduplicated pupils
Section 3
Section 3 – biggest divided into 4 separate sections

16. Section 1: Stakeholder Engagement
Process for engaging parents, pupils, Community
Impact on LCAP or Update
How all stakeholders were involved in developing, reviewing, supporting implementation of LCAP?
What changes were made prior to adoption of LCAP based on feedback through engagement process?
*Note: These are examples of Guiding Questions from the Template
How stakeholders were involved in a timely manner to allow for engagement in LCAP development
What information was made available regarding state priorities?
What specific actions were taken to meet statutory requirements for advisory committee input?
Not applicable to charters
Guiding Questions. Not required, but give you an idea of what to consider.

17. Section 2: Goals & Progress Indicators
Annual Goals :
For all pupils
For each subgroup (30 pupils/15 foster youth)
For each state priority and any local priorities
One goal may address multiple priorities
Identified need and metric used to measure progress
Student groups included
Schools affected
Subgroup size new for accountability; appears this is also threshold for section A3A– all students and subgroups whereas 3B refers to “unduplicated pupils” so no subgroup size minimum
Priorities – will look later at these and how they apply to Charters

18. LCAP Template: Section 2 Goals & Progress Indicators
Identified Need and Metric
(What needs have been identified and what metrics are used to measure progress?)
Goals
Annual Update: Analysis of Progress
What will be different or improved for students?
(based on identified metric)
Related State and Local Priorities
(Identify specific state priority. For districts and COEs, all priorities in statute must be included and identified; each goal may be linked to more than one priority if appropriate.) 
Description of Goal
Applicable Pupil Subgroup(s)
(Identify applicable subgroups (as defined in EC 52052) or indicate “all” for all pupils.)
School(s) Affected
(Indicate “all” if the goal applies to all schools in the LEA, or alternatively, all high schools, for example.)
LCAP YEAR
Year 1: 20XX-XX
Year 2: 20XX-XX
Year 3: 20XX-XX
This is a screen shot that shows what is required in the template.
Review each section
All priorities must be addressed, but don’t need one goal for each priority
You will be required to show evidence of how you engaged in a process to identify student needs
Data, both quantitative and qualitative will inform your plan goals
Remember to think big- you are not limited to what you can accomplish in a single year- what do you hope to accomplish over two, three four or even more years
Note: LCAP instructions allow an LEA to resize or add additional pages to the LCAP as necessary to complete the form.

19. Metrics to measure progress
Metrics may be quantitative or qualitative, although LEAs must, at minimum, use the specific metrics that statute explicitly references as required elements for measuring progress within a particular state priority area.
Will review with priorities

20. LCAP categorizes 8 state priorities into 3 areas:
Conditions for Learning
Basic Services (1)
Implementation of State Standards (2)
Course Access (7)
Pupil Outcomes
Pupil Achievement (4)
Other Pupil Outcomes (8)
Engagement
Parent Involvement (3)
Pupil Engagement (5)
School Climate (6)
Categorized in Template under these three areas
May provide an organizing framework for LCAP but not required
Will look at each

21. Conditions for Learning
Teachers appropriately credentialed; access to standards aligned materials, school facilities (Priority 1)
Implementation of standards for all pupils including ELs (Priority 2)
Access to a broad course of study - ed code required subjects (Priority 7)
Priority 1 applies to Charters even though aligned with Williams requirements which are “opt in” for reviews
Facilities “maintained and in good repair”
Access to broad course of study based on concerns of narrowed curriculum especially for at-risk studens
Aligns with expansion of API (no more than 60% academic factors for high schools)

22. Pupil Outcomes Pupil Achievement based on the following (Priority 4):
Performance on standardized tests
Score on API
College and career ready pupils (CTE sequence; A-G courses)
EL’s who become proficient
EL reclassification
Passage of Advanced Placement exams with 3 or higher
Pupils prepared for college based on Early Assessment Program
Other pupil outcomes in required subject areas (Priority 8)
INDI
CATORS
Need to use these metrics as appropriate
Priority 8 aligns with Priority 7

23. Engagement
Promote parent involvement in district & school-level decision making & participation in programs for unduplicated & special need students (Priority 3)
Pupil engagement (Priority 5):
Attendance rates
Chronic absenteeism rates
Middle & High School dropout rates
High School graduation rates
School Climate (Priority 6):
Suspension & expulsion rates
Other local measures, including surveys of pupil, parent, teacher, of sense of safety & connectedness
Not the same as Section 1

24. Section 3A & B Actions, Services & Expenditures
Part A – For all students & ethnic and SWD subgroups
Part B – For unduplicated student groups
Components of both:
Annual actions related to specific goals & priority areas
If the action will be districtwide, schoolwide, countywide or charterwide
Expenditures to implement each action
Where expenditures can be found in LEA budget
All fund sources used to support actions & services referenced

25. Emergency Regulations Define “Services” as Follows:
Services as used in Education Code section may include, but are not limited to, services associated with the delivery of instruction, administration, facilities, pupil support services, technology, and other general infrastructure necessary to operate and deliver educational instruction and related services.
The scope of funding included in the LCAP will be defined by your plan and the actions and services defined in the plan.
In the interest of transparency, it is suggested that the LCAP be as inclusive as possible, based on local needs
Most of the definitions are already clear or defined elsewhere
Services probably of most interest as develop LCAP

26. Annual Update: Review of actions/
LCAP Template: Section 3, Part A Actions, Services, Expenditures (All Students & Subgroups)
Goals
(Include and identify all goals from Section 2)
Related State and Local Priorities (from Section 2)
Actions and Services
Level of Service (Indicate if school-wide or LEA-wide)
Annual Update: Review of actions/
services
What actions are performed or services provided in each year (and are projected to be provided in years 2 and 3)?
What are the anticipated expenditures for each action (including funding source)?
LCAP Year
Year 1: 20XX-XX
Year 2: 20XX-XX
Year 3: 20XX-XX

27. LCAP Template for Section 3, Part B (Unduplicated Pupils)
Goals
(Include and identify all goals from Section 2)
Related State and Local Priorities (from Section 2)
Actions and Services
Level of Service (Indicate if school-wide or LEA-wide)
Annual Update: Review of actions/
services
What actions are performed or services provided in each year (and are projected to be provided in years 2 and 3)?
What are the anticipated expenditures for each action (including funding source)?
LCAP Year
Year 1: 20XX-XX
Year 2: 20XX-XX
Year 3: 20XX-XX
For low income pupils:
For English learners
For foster youth:
For redesignated fluent English proficient pupils:
Review each part of the template for Section 3, Part B including the part that covers expenditures.
Redesignated students included here but not in formula

28. Section 3C - Districtwide, Schoolwide, Countywide, Charterwide Use of Funds
Emergency regulations define conditions under which LEAs may use supplemental and concentration grant funds for districtwide, schoolwide, countywide or charterwide purposes
Regulations differentiate between districts and schools with higher and lower numbers of unduplicated pupils (districts over 55% and schools with over 40%)
Percentage thresholds do not apply to Charters
For school districts differentiate between those above & below 55%/40% district/schoolwide
No distinction for Charters

29. Section 3C - Districtwide/Schoolwide Description/Justification
Describe increase in funds on basis of number and concentration of unduplicated pupils based on calculation in state regulations CCR 15496(a)(5)
Describe how the increased funds in Section 3B are being used.
If the funds generated by unduplicated pupils are being used districtwide, schoolwide or charterwide, respond to the following questions:
All district/schoolwide use: Description of and justification for use of funds in that manner
Reasoning: if have high (questionable) level of poverty, SWP premise is reasonable to use in a schoolwide manner so higher poverty is, easier it is to make the case; if below that level, need to have a really good reason why that is the BEST use of the funds to MEET the GOALS for the unduplicated students
Per Regs, not meeting proportionality is a reason the COE may not approve a plan; COEs must take these justifications into account when making that determination

30. If funds generated by unduplicated pupils are used on a school wide or districtwide basis…
Describe and justify the use of funds in that manner
For districts with unduplicated counts
Below 55% districtwide
Below 40% schoolwide
ADDITIONALLY – Describe how the services are the MOST effective use of funds to meet the district’s goals for unduplicated pupils in the state priority areas.
Different requirements apply to charter schools

31. Section 3C Charter Schools
Describe increase in funds on basis of number and concentration of unduplicated pupils based on calculation in state regulations – 5 CCR 15496(a)(5)
How these funds are being spent
If funds are used in a charterwide basis:
Identify in the LCAP those services being provided on a charterwide basis
Describe how such services are directed towards meeting the charter school’s goals for its unduplicated pupils in state priority areas
Identify proportional increase in funds
Describe use of funds (could refer to selected actions in 3B)
For charters only need description of how charterwide use of funds is directed to state priorities for unduplicated pupils % of unduplicated student NA

32. Section 3D Increased or Improved Services
Demonstrate how services for unduplicated pupils are increased or improved in proportion to the increase in funding generated by those students.
Identify the percentage by which services for unduplicated pupils must be increased or improved based on increased funding for unduplicated pupils (as defined in emergency regulations).
Providing a qualitative and/or quantitative description of the increased and/or improved services in comparison to services for ALL students in proportion to the increase in funding.
Per Regs, not meeting proportionality is a reason the COE may not approve a plan

33. Annual Updates (Beginning 7/1/15)
Goals - Annually updated in each of two subsequent years based on analysis of progress in each of the state or local priorities
Actions/services and expenditures - Annually updated in each of two subsequent years based on an analysis of:
How the actions and services have addressed the identified needs and goals of all subgroups, including unduplicated pupils and specific school sites and
Whether or not the actions or services resulted in the desired outcomes
Revisions – Any revisions to goals or actions based on analysis
For Charters this is the only referenced in the law will look at timeline later
Also: what changes in Actions, Services, Expenditures as a result of reviewing progress to goals.

34. The LCAP and Other Plans
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.
The information in the LCAP, or annual update, may be supplemented by information contained in other plans (including the LEA plan)
LCAP may include expenditures from other sources
Note: template asks to indicate funding source
May attach or refer to other plans
LEA Plan Federal this is State

35. Local Education Agency (LEA) Plans
LEA Plans are federal requirements under ESEA
LCAP does not replace LEA Plans
Legislation (AB97) required the SBE will take steps to minimize duplication of effort at the local level to the greatest extent possible.
Minimal alignment in the template, however, LEAs can refer to or include federal, or other program funding or services in the LCAP
Review the bullets in each of the slides. Share some strategies that could be used.

36. School Site Plans
Specific actions included in the LCAP, or the annual update of the LCAP, must be consistent with the strategies included in school plans.
No requirement that priorities be specifically addressed in school plans, but may be included at district discretion
School plans must continue to meet specified federal requirements for Schoolwide Program schools and school in Program Improvement.
School Plans must be developed by the School Site Council.
Law specifically addresses SPSA and requires to ensure strategies of LCAP are consistent with SPSAs
All SPSA requirements remain

37. Possible Changes LCAP was adopted as part of the Emergency Regulations
Emergency Regulations are in place for 180 days
Rulemaking process has begun for final regulations, including any changes to the Template
Comment period ends March 17, 2014

38. Questions?
Contact Us:
Karen Ryback
(562)
Bonnie McFarland
(562)
Or Contact the CPU Unit