1. WestEd.org Local Control Funding Formula Updates and Discussion Riverside County Office of Education November 20, 2013

2. Today’s Goals Knowledge Application Inspiration Connections 1

3. Education and Money ? 2

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9. 3 Sources: Center on Budget and Policy Priorities (2012) analysis of National Center for Education Statistics data

10. Typical California County Revenues per Average Daily Attendance Source: California Department of Education, 2010-11 State Average = $8,801 4

11. Typical County Funding and Academic Performance Source: California Department of Education, 2010-11 5

12. Free and Reduced Price Meals (FRPM) 57.8% Students with Disabilities 9.9% English Language Learners 21.7% Other 29.6 % Total K-12 Enrollment = 6,220,993 Source: California Department of Education, 2011-12 6

13. Free and Reduced Price Meals (FRPM) Student with Disability (SWD) English Language Learners (EL) Other SWD/FRPM 6.9% EL/FRPM 18.5% SWD/EL 3.4% SWD/FRPM/EL 3.0% Source: California Department of Education, 2011-12 Overlaps Between Subgroups 7

14. Special Education Enrollment = 686,573 Free and Reduced Price Meals (FRPM) 63.0% English Language Learners 31.5% No other program 33.6% FRPM/EL within Special Education 27.1% Source: California Department of Education, 2011-12 8

15. LOCAL CONTROL FUNDING FORMULA Funding and Reform

16. Local Control Funding Formula Welcome to the land of Local Control Funding Enjoy the view, map to be provided later What we know: Moves California to a weighted student funding methodology Estimated eight years to full implementation Begin in 2013-14, but provisions phase in over time There are questions, many questions 9

18. Important LCFF Facts LCFF replaces revenue limits and most state categorical programs LCFF is designed to improve student outcomes Local flexibility to meet student needs Simplicity to aid in transparency Equity through student-focused formula Performance through aligned program and budget plans LCFF implementation will take time, but begins now 10

19. Revisiting the Local Control Funding Formula (LCFF) Greatly simplifies state funding for local educational agencies (LEAs) Per Student Base Amount Grade Level Demographics (Low income, English Learner, and/or Foster Youth) ADJUSTMENTS $ 11

20. Revenue Limit, based on historical amounts per student with many adjustments Categorical Funding for specific purposes with many rules LCFF Base Grant is the same for every local educational agency with adjustments based on grade level LCFF Supplemental provided to address needs of English Learners, low income, and foster youth Pre-LCFFLCFF Changes Made by LCFF 12

21. LCFF Targets – 2013-14 Beginning of Something More 2012-13 LCFF Target2013-14 13

22. Revenue Limit Categorical Funding LCFF Base Grant LCFF Supplemental 2012-13 LCFF Target, 2020-21 (est.) LCFF Regulations – “Increase or Improve Services” Funding for Low Income and English Learner Students (e.g., Economic Impact Aid) LCFF Base Grant LCFF Supplemental 2013-14 Continue Level of Effort New LCFF Funding ? How much is “Base”? “Supplemental”? LCFF “Gap” 14

23. A Plan for LCFF Coherence RegulationsTemplatesRubric Define Clarify key terms and conditions to support local implementation that achieves LCFF implementation objectives Organize and Communicate Demonstrate through the development and sharing of the LCAP that local implementation supports LCFF implementation objectives and regulations Assess and Indicate Assistance Provide a process for assessing performance and identifying assistance based on review of the LCAP that meets specific areas of need related to LCFF implementation objectives and regulations Connecting Elements/Guiding Principles  Performance-focused – relationship between plans, funding use, and outcomes for students  Simplicity and transparency  Student-focused – local identification of needs, provides equitable opportunity  State priorities – define metrics, but rely on local determination of measurement  Stakeholder Engagement – parents, community, educators 15

24. Some Big Questions How much will my district receive? How does LCFF impact the use of federal funds? What’s “base” for state and local funding? How does a district approach site allocations? How does this affect district and school planning? 16

25. Some Big Questions What and how will the Local Control and Accountability Plan be used? What consequences will exist? What type of intervention assistance will be offered or required? 17

26. The Biggest Question of them All How does LCFF change our ability to meet student needs? For some, translates into more funding Allows for more flexibility in use of Economic Impact Aid » But, needs of low income and English Learners still must be met 18

27. Think About This… Are you implement LCFF in 2013-14? Do you know approximately how much your district will be receiving? How much is attributable to “unduplicated pupils”? How will you track use of funds? What are your 2-3 talking points to communicate information about LCFF to: School Board Principals Parents and Community 19

28. Local Control and Accountability Plan Williams requirements Implementation of the academic content and performance standards adopted by SBE Parental involvement Pupil achievement Pupil engagement School climate The extent to which pupils have access to, and are enrolled in, a broad course of study And, pupil outcomes, if available, in the subject areas comprising a broad course of study. 20

29. Example: Local Control Accountability Plan Preparation Activities 21

30. Performance Based Thinking LCFF creates an opportunity (and possibly an incentive) to implement a performance based budget Fund that which contributes most to performance 22

31. Performance Based Thinking Big Questions: How do we currently factor in performance to our budgeting? What would it look like to plan for performance? Procedures Culture Budget 23

32. Keys to Performance-Based Budgeting Data with analysis Persistence Understanding of planning and performance assumptions Theory of action, logic model, etc. Criteria for evaluation Starting with priorities and values Expectations Information to evaluate Stakeholder engagement Simplicity over complexity 24

33. Mapping a Course With LCFF Are we ready to work together? Understanding of roles, responsibilities, and expectations What are the needs, goals, and actions that will change outcomes for students? Are we aiming for involvement or engagement? What information and support is needed to be engaged? 25

34. And One More Big Change Ahead Common Core State Standards (CCSS) are moving ahead Further adjustments in programs Due to CCSS Limited funding 26

35. Preparing for Common Core State Standards College and career focused academic standards California is among 45 states that have adopted standards Inform instruction Learning measured through assessments Resources required 27

36. Program Expectations Oriented to Results Grounded in Reality 28

37. What’s Involved? Academic standards are not new Common Core State Standards encourage a new approach to instruction Overlap with prior standards However, unique characteristics 29

38. Where’s the Money? Instructional Materials Professional Development Assessments Classroom Resources 30

39. Where’s the Money? The Prior Cycle Instructional Materials Professional Development Assessments Classroom Resources IMRF Staff Development Buy Back Days SB 472/AB 430 Education Technology School Improvement Program STAR 30

40. Where Was the Money? Now Instructional Materials Professional Development Assessments Classroom Resources IMRF Staff Development Buy Back Days SB 472/AB 430 Education Technology School Improvement Program STAR 30

41. Where Was the Money? Upcoming Year Instructional Materials Professional Development Assessments Classroom Resources IMRF Staff Development Buy Back Days SB 472/AB 430 Education Technology School Improvement Program STAR 31 $1.25 Billion for CCSS Implementation!

42. Local Implementation Considerations What’s the best way to use the CCSS implementation funds? What’s needed? What’s the best resource to use? » Most restrictive to least restrictive 32

43. A Worthwhile Investment Redirect time, energy, and funding to meet Common Core needs Treat every activity as an investment Spending alone insufficient to successfully implement Efficiencies are possible with smart planning 33

44. STRATEGIC ALLOCATIONS Budgeting

45. Funding Allocation Getting the right dollar to the right place is the first step in aligning funding What’s needed Who will implement How much funding Decision points: Site versus district allocations People versus dollars 34

46. Ideals for Allocations Priorities drive allocation decisions Strong communication exist between central offices and sites Sites and programs are accountable for effective funding use Carryover is strategically directed 35

47. Allocating Title I and EIA Title I EIA EIA-SCEEIA-LEP Set-Aside/ Reservations Sites (School Plan, Site Council, ELAC, etc.) 36 Site Funds from LCFF

48. Decision Points for Allocating Title I and EIA Title I EIA EIA-SCEEIA-LEP Set-Aside/ Reservations Sites (School Plan, Site Council, ELAC, etc.) Which schools are eligible? A district sets the criteria based on the level of poverty (usually determined by free and reduced priced meal counts). Generally, this can include any school with 35% or more eligible students. Which schools are eligible? This is similar to Title I in that the district decides, but the minimum thresholds are lower – 25% poverty for EIA-SCE How much for SCE and LEP? The state allocated EIA to districts based on a formula and a district determines how it will allocate this between EIA’s two component programs. What is centrally directed? Before allocating funding to sites districts have required set-asides for Title I and optional set- asides/reservations that can be made from Title I and EIA. A common way of referring to such reservations is as “centralized services.” Sites should be aware of the types of services that are centralized and how they impact their sites. Are site plans complete and accurate? Sites must describe how all Title I and EIA funding will be used to support schools goals with engagement of necessary advisory groups. Districts should support and monitor sites in their development of plans. 37

49. Centralized Services A centralized service refers to services or support organized centrally on behalf of sites Centralized services can include administrative and direct service functions To fully comply with the 85-15 rule, if centralized services are received by a site, they must be involved in the process of selection 38

50. Steps to Centralized Services Identify possible services Consult with sites Provide sites with documentation for plans Form B List of items with contribution amount for site Approval by site council and Board 39

51. Centralized Services: Form B Same as CDE’s Form A with Centralized Services listed PROGRAM SUPPORT GOAL # __ (Based on conclusions from Analysis of Program Components and Student Data pages) Groups participating in this goal (e.g., students, parents, teachers, administrators): Anticipated annual growth for each group: Means of evaluating progress toward this goal:Group data to be collected to measure gains: Actions to be Taken to Reach This Goal Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development) Start Date Completion Date Proposed Expenditures Estimated Cost Funding Source 40

52. Centralized Services: Listing in Plan 41

53. Centralized Services: Advice Sites need to be involved The amount of the service plus the site directed allocation should match the total in the budget and CARS Be sure to keep plans up to date, especially if changes are made after the approval of the SPSA 42

54. Program Sustainability Program sustainability starts with initial planning Multi-year thinking a must Identify one-time versus ongoing costs Recognizing relationships between resources can help extend program life 43

55. Is Your Plan Sustainable? Has a plan been developed that outlines objectives and actions steps? Does the plan have an established timeline? Is the plan realistic? Can the program/service/training provide ongoing benefit? Does the plan align with the core mission of your LEA? Have costs been indentified in accordance with the timeline? No Yes Is there a gap between available resources and the plan's budget? No Yes No Is there commitment to comprehensive planning, and program evaluation? Is the plan for services that are innovative, and flexible or for a service or skill that doesn’t currently exist? Does it address a critical need? Develop comprehensive plan that: aligns to the LEA Plan includes objectives, outcomes, timelines and multiyear budget. Develop comprehensive plan that: aligns to the LEA Plan includes objectives, outcomes, timelines and multiyear budget. Stop and reconsider. You can do anything you want to do but not everything you want to do. Revisit plan and add timelines that indentify, activities, evaluations and resources. Evaluate all projects, ensure all are aligned and yielding expected results. If not consider repurposing funding. Stop and reconsider; many great plans fail due to weakness in implementation plans. No Yes Congratulations, sounds like a plan! 44

56. ALIGNING RESOURCES Planning

57. Budget to Meet Priorities Budgets are not just simply dollars and cents Demonstration of what’s important Money makes the world go round – few things get done without it As a result, active management is a must And, you can only effectively use resources if you first know what you need to get done It all starts with goals and priorities 45

58. Aligning Resources Concepts Good plans that address the needs of students are the foundation for decisions, including budgeting Budgets must reflect priorities Spend the most restricted dollar first Proactive management of the budget is a must Avoid reacting to the dollar Today’s dollars are for today’s kids – but we also must ensure that what we start gets done The budget is everyone’s responsibility 46

59. Aligning Resources is About Spending the right dollar, at the right time, on the right thing This requires: Knowing what’s needed Knowing what resources are required Being ready to implement 47

60. What is a Goal? Data points to needs Goals direct actions Goals should be meaningful to the need Aim for both accuracy (the right thing) and precision (with efficiency) 48

61. BUT, Goals are More than Statements Mindset {noun} A set of beliefs or a way of thinking that determines one’s behavior, outlook, and mental attitude 49

62. Mindset Thoughts We are planning to get something done Implementation is key Improving schools is hard Managing change is a challenge Belief in improvement is a must A growth mindset is necessary 50

63. Implementation Stages ExplorationInstallation Initial Implementation Full Implementation 2-4 Years Assess needs Examine intervention components Consider Implementation Drivers Assess Fit Assess needs Examine intervention components Consider Implementation Drivers Assess Fit Acquire Resources Prepare Organization Prepare Implementation Drivers Prepare Staff Acquire Resources Prepare Organization Prepare Implementation Drivers Prepare Staff Adjust Implementation Drivers Manage Change Deploy Data Systems Initiate Improvement Cycles Adjust Implementation Drivers Manage Change Deploy Data Systems Initiate Improvement Cycles Monitor & Manage Implementation Drivers Achieve Fidelity & Outcome Benchmarks Further Improve Fidelity & Outcomes Monitor & Manage Implementation Drivers Achieve Fidelity & Outcome Benchmarks Further Improve Fidelity & Outcomes 51

64. Implementation Drivers © Fixsen & Blase, 2008 Performance Assessment Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Competency Drivers Organizational Drivers Reach School Goals Leadership Integrated & Compensatory 52

65. The Role of Management and Leadership We often find that sound plans are in place with reasonable budgets, yet the change fails to yield results because of a failure of implementation This is not a planning or budgeting problem, but a management and leadership problem Management involves paying attention to the tactical needs of a strategic plan Getting people to change what they do in support of students, requires leadership 53

66. WestEd.org For More Information lcff.wested.org www.cde.ca.gov lcff.wested.org www.cde.ca.gov Ann Hern ahern@wested.org Jannelle Kubinec jkubinec@wested.org