LCFF & LCAP

Key Precepts of LCFFBased on specific considerations:

• Equity, additional resources for students with greater needs• Low-income students

• English learner

• Foster youth

• Local decision-making and stakeholder involvement

• Accountability

• Transparency

• Alignment of budgeting with accountability plans

Before LCFF• Revenue Limits

• State categorical programs with temporary tiered flexibility

• K-3 class size reduction limited funding with unlimited class sizes

• Accountability and performance process separate from funding

After LCFF• LCFF base funding differentiated by grade span

• Unduplicated pupil weights, including concentration funding

• K-3 class size reduction, target 24-1

• Local Control Accountability Plans required

Unchanged Financial audits

Compliance with Williams

School Accountability Report Cards

Federal funding, planning, and accountability requirements

Local educational agency as subgrantee of the state

How the Formula Works

Local Control & Accountability Plans (LCAPs)

Local governing boards must adopt LCAP using a template

• Adopted by the SBE on or before July 1, 2014. LCAPs shall be:

• Effective for 3-year periods and be updated on or before July 1 of each year.

• Plans must be aligned to the LEA budget and shall include for the LEA and each school a description of:• Annual goals for all pupils and each subgroup to be achieved for each state priorities

identified in statute and any additional local priorities identified by the local governing board;

• Specific actions the LEA will take during each year to achieve the annual goals

• “Specific actions” in the LCAP shall not supersede provisions in existing local bargaining agreements

Required Data for Each of Eight State Priority Areas

Student Achievement• Performance on standardized tests.• Score on Academic Performance Index.• Share of students that are college and career ready• Share of Els that become English proficient.• EL reclassification rate.• Share of students that pass Advanced Placement exams with 3 or higher. • Share of students determined prepared for college by the Early Assessment Program.

Parental Involvement• Efforts to seek parent input.• Promotion of parental participation.

Student Engagement• School attendance rates.• Chronic absenteeism rates.• Middle school dropout rates. • High school dropout rates.• High school graduation rates.

Basic Services• Rate of teacher misassignment.• Student access to standards-aligned instructional materials.• Facilities in good repair.

Other Student Outcomes• Other indicators of student performance in required areas of study. May include performance on other exams.

Implementation of Common Core State Standards (CCSS)• Implementation of CCSS for all students, including EL.

School Climate• Student suspension rates.• Student expulsion rates.• Other local measures.

Course Access• Student access and enrollment in all required areas of study.

LCAP Process: Transparency & Involvement

District Governing Boards & County Superintendents must:

• Consult with teachers, principals, administrators, other school personnel, local bargaining units, parents and pupils in developing the LCAP.

• Establish Parent Advisory Committee to provide advice to board and superintendent on LCAP requirements

• Establish an English Learner Parent Advisory Committee if LEA English learner enrollment is at least 15% and 50 pupils

ANNUAL LCAP UPDATEOn or before July 1 of 2015, and each year thereafter, a

school

district and county board shall update the LCAP to include:

A review of changes in the applicability of and progress toward LCAP goals

An assessment of the effectiveness of the LCAP’s specific actions and a description of any changes to those specific actions

A listing and description of the expenditures implementing the LCAP and for districts, listing the expenditures for the specific changes made as a result of the annual review

A listing and description of expenditures for the fiscal year that will serve LI, FY, EL and pupils redesignated as fluent English proficient

Data Sources• DataQuest – http://dq.cde.ca.gov/dataquest

Helps you find facts about California schools and districts.

Ed-Data (Outside Source) - http://www.ed-data.k12.ca.us State, county, district, and school level reports covering topics such

as students, staffing, finances, and performance rankings.

CDE California Department of Education - http://www.cde.ca.gov/

CDE Dropouts Grades 9-12

  2010-11 2011-12

SUSD 0.8% 0.6%

Fresno County 5.6% 5.0%

CA State 4.2% 4.0%

AP Exam Results

2010-11

# of Exam Takers

Exams W/Score=3

Exams W/Score=4

Exams W/Score=5

Sanger 352 175 100 47

County 7,879 2,667 1,871 1,010

State 263,896 114,288 94,324 72,656

2011-12

# of Exam Takers

Exams W/Score=3

Exams W/Score=4

Exams W/Score=5

Sanger 403 231 93 37

County 8,303 2,985 1,985 1,050

State 282,682 123,260 102,569 81,170

  2010-11 2011-12

SUSD 267 329

Fresno County 4,163 4,362

CA State 151,666 160,494

Total number of twelfth-grade graduates who also completed all courses required for entry into the

University of California (UC) and/or California State University (CSU) with a grade "C" or better.

Enrollment

M1 M2 M3 M4 M5 M6 M7 M8 M9 M10 M11

2013-2014 11178 11177 11183 11205 11194 11163 NaN NaN NaN NaN NaN

2012-2013 10972 10959 10953 10962 10937 10919 10901 10907 10907 10914 10890

10,825

10,875

10,925

10,975

11,025

11,075

11,125

11,175

11,225

11,275

DISTRICT ENROLLMENT Current vs Previous Year

Attendance

M1 M2 M3 M4 M5 M6 M7 M8 M9 M10 M11

2013-2014

0.9725 0.9668 0.9646 0.96285 0.95155 0.959825

NaN NaN NaN NaN NaN

2012-2013

0.97445 0.97195 0.96875 0.96785 0.96285 0.95005 0.95395 0.9598 0.96435 0.96605 0.96287

3 Yr Average

0.973558988292178

0.966547820549742

0.963990546222368

0.963031427149666

0.959617179075179

0.951992689827165

0.955255475215993

0.957894166666667

NaN NaN NaN

94.5%

95.5%

96.5%

97.5%

98.5%

99.5%

DISTRICT MONTHLY ADA %

CAHSEE Results 2013 for Grade 10

Expulsion Report for 2012-13

Suspension/Expulsion Report for 2012-13

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