1. Local Control Accountability Plan Development WELCOME February 11, 2014 1

2. Group Norms 2

3. Appreciative Inquiry “Every great dream begins with a dreamer. Always remember, you have within you the strength, the patience, and the passion to reach for the stars to change the world.” Harriet Tubman (1820-1913) 3

4. LCAP Section 1 Stakeholder Engagement 4

5. 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. English Learners Low Income Students with Disabilities Foster Youth Other Subgroups Racial/Ethnic 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 5

6. Required Representation from Parent Groups Parent Advisory Group Low Income rep Foster Youth rep English Learner rep EL Parent Advisory Group (if district enrollment includes): 15% ELs At least 50 EL pupils 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 (ELAC/DELAC) can be included in the LCAP EL Parent Advisory Committee. 6

7. 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 3543.2(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. The Fiscal Report (2013) School Services of California, Inc. 7

8. 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… The Fiscal Report (2013) School Services of California, Inc. 8

9. 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. The Fiscal Report (2013) School Services of California, Inc. 9

10. Adopting and Updating the LCAP: District 10

11. AB 1200 & LCAP Time FramesAB 1200LCAP January 15-16, 2014SBE approves Spending Regulations March 20143/15: 2 nd Interim ReportTemplate has been approved March - April 2014LCFF does not change timelines under the AB1200 fiscal oversight process COE Business & Instructional staff available for individual district appointments April – May 20141.Update projected enrollments & ADA 2.Project revenues & expenses of subsequent fiscal year COE Business & Instructional staff available for individual district appointments May – June 2014Public Hearing for budgetDistrict Public Hearing for LCAP prior to adoption May – June 2014District approves budgetDistrict adopts LCAP 11

12. Table discussion: What has your district/charter school done to provide meaningful stakeholder engagement, or what are your plans for doing so? Stakeholder Engagement 12

13. LCAP Stakeholder Engagement Timeline Community Input/Needs Assessment Develop LCAP Draft Plan Hold public hearing for draft input no later than March 30 Finalize LCAP Local Board Approval required by June 30 LCAP submitted to KCSOS not more than 5 days following Board approval 13

14. District team time: Using the graphic organizer provided, backwards map your stakeholder engagement activities to meet a March 30, 2014 public hearing/local board meeting deadline and a June 30 th LCAP local board approval. Stakeholder Engagement 14

15. 15

16. SWOT Analysis Strengths (internal) Weaknesses (internal) Opportunities (external) Threats (external) 16

17. Question: What are the important factors in achieving our goals? Strengths: What resources / capabilities do we have that can be used to our advantage? Weaknesses: What could you improve? What internal issues do we need to address to be successful? Opportunities: What opportunities are out there that we should use to our advantage? Trends? Stakeholder input? Threats: What threats exist that we need to pay attention to that could impact success? SWOT Process 17

18. Whether a factor is a strength or a weakness depends upon the effect on goal achievement. Factor A is a strength if it furthers the achievement of the goal. Factor A is a weakness if it is an obstacle to goal achievement. SWOT Process 18

19. As we identify our strengths and weaknesses, what evidence can you cite to support your claim? Sample evidence: Credentialed Teachers CELDT/English Learner Progress Suspension & Expulsion Rates Local Measures of School Connectedness Advanced Placement Student Demographics Technology Professional Development Plan Parent Involvement SWOT Process 19

20. Strengths: –All teachers are fully credentialed in their assigned area –80% Parent Engagement in School Activities –97% Average Attendance Rate –68% EL Reclassification Rate –98% High School Graduation Rate SWOT Process Sample Statements 20

21. Weaknesses: o Student attendance rate is 72% o Low parental attendance o Instructional practices o 60% increase in student suspension o ELLs are not making significant progress SWOT Process Sample Statements 21

22. Opportunities: Trend or a New Start Stakeholder Engagement Implementation of CC provides for new strategies, new technology applications, 21 st Century skills Stakeholder Engagement Computer-adapted Assessment No API (K-8) SWOT Process Sample Statements 22

23. Threats: InternalExternal Union NegotiationsEducational Legislation Lack of ImplementationEconomy (CC, ELD, Intervention) SWOT Process Sample Statements 23

24. Team Time: Please complete a SWOT analysis for your district using the graphic organizer provided. SWOT Team Time 24

25. Table discussion: 1.What types of data are you using as a metric to determine your “current reality” for each of the state’s eight priorities? 2.What weaknesses were identified in your SWOT analysis from data you have? 3.What is your “current reality” for each of the eight priorities? “Current Reality” 25

26. LCFF and LCAP Budget Planning 26

27. Supplemental/Concentration Grant Funds Supplemental and Concentration Grant Funds are generated by the number of English Learner (EL), Low Income (LI) and Foster Youth (FY) students in the district, charter, or county office of education. Collectively, these students are referred to as “unduplicated pupils” in the statute and regulations. Regulations adopted by January 31, 2014: –Will require district, county office of education or charter to “increase or improve services for EL/LI/FY pupils as compared to the services provided to all pupils in proportion to the increase in funds apportioned on the basis of the number and concentration of unduplicated pupils.” 27

28. Proportionality Percentage Estimates The State Board of Education provides regulations that describe the methodology of determining the proportional increase or improvement in services for unduplicated pupils. LEAs will estimate their proportion using current and accurate local enrollment projections performed in the spring for use in their LCAP adoption process. –ADA, by grade level –Total enrollment –Total unduplicated pupils 28

29. Calculating the Proportionality Percentage For Districts and Charters, begin with the FCMAT LCFF Calculator: Calculate the estimated LCFF Funding Target, (Cell Q16, of the Calculator Tab), of the FCMAT LCFF Calculator Calculate the 2014-15 Total LCFF Funding (Q78, of the Graphs Tab), of the FCMAT LCFF Calculator http://www.fcmat.org/stories/storyReader$23157 29

30. Calculating the Proportionality Percentage 1.Calculate the LCFF supplemental and concentration grant targets, at full implementation (Cell O16 + P16, of the Calculator Tab), of the FCMAT LCFF Calculator. 2.Determine prior year expenditures to support unduplicated pupils.  No less than the amount of EIA expended in 2012-13 3.Subtract the estimated 2013-14 expenditures from the supplemental and concentration grant target. 4.Multiply the difference by the Department of Finance’s gap percentage funding for the year in which the LCAP is adopted. 30

31. Calculating the Proportionality Percentage (continued) 5.Add to the LEA’s prior year estimated expenditures from step 2. 6.Subtract the amount in step 5 from the total LCFF funding in 2014- 15. 7.Divide the approximate amount from step 5 by the amount in step 6. 8.If the amount in step 3 is less than or equal to zero, or when the LCFF is fully implemented statewide, then the proportion is calculated by dividing the total supplemental and concentration grants at target by the remainder of the LCFF funding, excluding add-ons for TIIG and H-S Transportation. 31

32. Sample Calculations for Six Districts % of unduplicated students from 2012-13 CalPADs certification MPP = Minimum Proportionality Percentage 32

33. Important Considerations The amount of revenue limit and categorical funds in 2012-13 is the starting point for LCFF. –No LEA will receive less than this amount. Total revenues received will fluctuate proportionate to changes in ADA and changes in unduplicated pupils. Full implementation of LCFF is estimated to occur over an 8-year period. 33

34. FCMAT Calculator LCFF and LCAP Budget Planning 34

35. LCAP Section 2: Goal Development 35

36. LCAP Goal Development Considerations LCAP Goals should be derived from the district’s vision for its students. However… Goals will need to identify which of the 8 state priorities they will support, and some goals may serve multiple priorities. And… The combined goals will need to address all 8 of the state’s priorities. 36

37. Goal Development Considerations Goals should be developed so that they are SMART: S: Specific M: Measurable A: Attainable R: Relevant T: Time-bound 37

38. LCAP Goal Development Process Engage and consult with stakeholder groups. Considering stakeholder input, develop a vision for the district for all students including all significant subgroups. Determine “current reality” by reviewing all available data sources for district priorities and each of the eight state priorities. Formulate SMART goals to address gaps and identify metrics by which each will be measured. Define gaps between the district’s vision and the district’s “current reality” derived from the needs assessment conclusions. Summarize data into objective statements and translate into “current reality” (eg.: 50% of students….) i.e. develop conclusions. 38

39. LCAP Goal Development Process Step 1: Engage and consult with all stakeholder groups Step 2: Develop a vision for all students and all student groups. Keep the language simple. Examples: 100% of English language learner students entering kindergarten will be reading, writing, speaking and listening in English proficiently by the end of 3 rd grade. 95% of all students will meet grade-level content standards based upon a local assessment. All high school students will have access to courses that satisfy the A-G requirements. 39

40. LCAP Goal Development Process Step 3: Gather and review all pertinent data sources for the district as well as data sources related to the state’s eight priorities. Seek input from all stakeholders: In light of the district’s vision for __________________, what would you suggest the district do differently? Maintain focus on the district’s vision to avoid de-railing the conversations. 40

41. LCAP Goal Development Process Step 4: Summarize all data sources from the needs assessment and develop conclusions. Examples: Implementation of Common Core: 1) 50% of the district’s teachers have had professional development in the CCSS. 2) Classroom observation data indicates that teachers are embedding the mathematical practice standards into math lessons about 25% of the time (partial implementation). 3) The district’s R/LA curriculum is supplemented with CCSS standards but is not fully aligned. 41

42. LCAP Goal Development Process Step 5: Define gaps and develop conclusions. Examples: 1) Common Core state standards are partially implemented. 2) 50% of Grade 3 English learners who entered our district in K are not English proficient by the end of grade 3. 3) The district’s rate of long-term English learners is 30%. 4) The district’s truancy rate is X%. 42

43. LCAP Goal Development Process Step 6: Develop SMART goals (4-7) to address gaps District’s vision - (minus) Current Reality (data) ________________________________ = (equals) Gaps (which translate into goals for the next three years) 43

44. LCAP Goal Writing Example: Vision: 100% of English language learner students entering kindergarten will be reading, writing, speaking and listening in English proficiently by the end of 3 rd grade. Current 50% of 3 rd grade English learner students who Reality: entered our district in K are English proficient by the end of 3 rd grade. Goal: The district will increase English proficiency rates of English learner students in grades K-3 to 80% by 2017. SMART goal or not? 44

45. LCAP Goal Writing More examples: 1) The district will fully implement Common Core State Standards by 2014-15. 2)The district will reduce its truancy rate from X% to X% by 2017. 3)The district will reduce its percentage of long-term English learners from x% to X% by 2017, or by X% per year through 2017. Goals will define the “what” of the LCAP and action steps will define the “how”. 45

46. LCAP Goal Reminders 1) Goals are based upon the district’s vision and priorities. 2)The goals, spanning the three years of the LCAP, must address all eight of the state’s LCFF priorities. 3)One goal may address multiple state priorities… and 4)The district does is NOT required to develop a goal for each state priority. 46

47. District Priority 1 District Priority 2 District Priority 3 District Priority 4 District Priority 5 Summary of Current Stakeholder Input Vision Data: Current Reality/ Reality Summarized / Gaps fined = Goals Christine Lizardi Frazier Kern County Superintendent of Schools Advocates for Children… 47

48. LCAP Homework Due: February 18th 1)Conduct FCMAT calculator calculations and determine the district’s proportionality 2) Continue to hold (or plan) stakeholder engagement activities for all stakeholder groups. 3)Begin to draft/review LCAP Section 2 goals. 48