LCFF/LCAP Study Session

February 4, 2014

Outcomes for Today

Better understanding of the Local Control Funding Formula (LCFF)

Review the process for developing the Local Control Accountability Plan (LCAP) in IUSD with input from stakeholders

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Local Control Funding Formula (LCFF)

The LCFF is a new funding mechanism intended to:• Be simple and transparent• Provide maximum flexibility

Based on specific considerations:• Create additional resources for students with greater

needs• Provide for local decision making and stakeholder

involvement• Increase accountability• Align budget with accountability plans

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CA School Finance Before and with LCFF

Before LCFF With LCFF

Revenue Limits vary from district to district.

Categorical Programs required districts to establish specific programs and services with numerous and sometimes inconsistent or duplicate requirements. At one point, there were over 100 separate programs.

Base Funding - The same for all districts and charters – differentiated by grade span.

Supplemental Funding - Equal to 20% of the base for the unduplicated count of English Learners (EL), low-income students and foster youth.

Concentration Funding - Additional funding of 50% of the base provided to districts and charters with 55% or more of their students who are EL, low-income or foster youth.

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How LCFF Funding Looks:

Revenue Limit Funding

LCFF

Categorical Funding

(60 Programs)

Remaining Categorical

Funding(13 Programs)

Former Funding Model

New Funding Model

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How does the LCFF work?

Under the Local Control Funding Formula, funding is appropriated for education in four ways.

In future years, all grants will be adjusted by a COLA

1. Base grant – per pupil

2. Supplemental grants for English-Learner, low income, and foster students

3. Concentration grants for districts with high-needs pupils at 55 percent or more of enrollment

4. Other funds outside of LCFF, such as special education

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LCFF Base Grant - Target

2013-14 Base

Grant – Per ADA

• Base grant funding is awarded based on ADA by grade span

• These amounts are only partially funded each year until full implementation

K-3$ 6,952 + $723 with CSR

4-6 $ 7,056

7-8 $ 7,266

9-12$ 8,419 + $219 with CTE

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Supplemental Grant - Target

2013-14 Supplemental Grant

• Supplemental grant awarded on district unduplicated count of: o English Learnero Low Incomeo Foster Youth

• Grant represents 20% of the base grant

K-3 $ 394

4-6 $ 362

7-8 $ 373

9-12

$ 443

IUSD Unduplicated percentage is 25.65%

(unofficial)

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Concentration Grant - Target

2013-14 Concentrati

on Grant

Concentration grant amounts are equal to 50 percent of the base grant and allocated only if unduplicated count exceeds 55% of enrollment.

Not applicable to IUSD

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K-3 $ 0

4-6 $ 0

7-8 $ 0

9-12

$ 0

IUSD LCFF Funding In the governor’s plan, school district will be fully funded

by 2020-21. This is the amount referred to as the LCFF Target

IUSD’s 12/13 actual funding is referred to as the LCFF Floor

The difference between the Target & Floor is referred to as the LCFF Gap

Each year, a portion of the LCFF Gap will be funded. The % will be set by the governor. For 13/14, the rate is projected to be 11.78%

For IUSD, this means an additional $9,068,157 in funds

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IUSD LCFF Funding

IUSD LCFF 2013-14 Projection

2014-15 Projection

LCFF Target(Actual target to be reached in 2020-21)

$242,107,068 $255,985,042

LCFF Floor(2012-13 Actual Funding adjusted for ADA growth & any LCFF funding rec’d)

$165,127,806 $184,662,252

LCFF Gap =(Difference between target & floor)

$76,979,262 $71,322,789

Gap Funding Rate =(% of gap to be funded; set by governor)

11.78% 28.05%

Gap Funding Amount =(Anticipated additional funds)

$9,068,157 $20,006,042

Total LCFF Funding = $174,195,963 $204,668,294

Includes supplemental funding11

What does LCFF Mean for the Irvine Community?

Focused funding for students with the greatest needso English Learners, foster youth and low-income students

A broader definition of school success – school district won’t be evaluated by test scores aloneo LCFF requires schools to develop plans to improve student

engagement, increase parent involvement, and create more positive learning environments on campus

More local control – School leaders and parents will have greater influence over spending and will have flexibility at the local level to create academic programs, services and budgets to meet the unique needs of students

o District budgets are required to be aligned with academic plans (Local Control Accountability Plans- LCAP) starting in July 2014

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The Plan - Local Control Accountability Plan –

will Align Planning and Budgeting

Past: Plans Followed Budgets(Reactive)

Future: Plans Drive Budget(Proactive)

• The governor proposed a budget in January; districts calculated what schools would receive

• The planning cycle for the next school year begins in the Fall before the budget is fixed

• Schools and districts developed and adopted a budget quickly, in a reactive mode

• Planning begins with a review of the data

• There was not sufficient time to build community buy-in or input for the budget

• The longer planning cycle allows time for community engagement

• Schools then completed the Single Plan for Student Achievement for compliance reasons after budget was finalized

• Goals and priorities are in place and shape how resources are allocated when details become available

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Implement• Begin implementation

of school and district plans• Training and PD

calendar for staff• Continue to engage

community on implementation

Aligning Budgets and Academic Programs

Finalize School Plans

• Implement staffing adjustments

• Review budget and school site plan with stakeholders

• Submit school plan for final School Board approval

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Develop Goals and Priorities• Review data, assess

community needs• Revisit district, school

goals, revise and adopt• Identify and prioritize

strategies and activities

Budget Developed• Identify resources• Fund high priority

strategies• Submit LCAP

budgets to COE• Gain consensus

with stakeholders on school budget

• Plan staffing adjustments

Fall Winter

SpringSummer

Ongoing stakeholder engagement

and data analyzing

1. Credentials

Materials 2. Academic Standards

3. Parental

Involvement

4. Pupil

Achievement

5. Pupil

Engagement

6. School Climate

7. Access and Enrollment

8. Pupil

Outcomes

8 State Goals

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No. 1 Credentials and Instructional Materials

Appropriate teaching assignments and corresponding credentials

Sufficient standards-aligned instructional materials

School facilities maintained and in good repair

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No. 2 Academic Standards

Implementation of academic content performance standards

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No. 3 Parental Involvement

Actively seek parental input

Promote parental participation

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No. 4 Pupil Achievement

Percentage of English Learners proficient in English

Percentage of students “3” or higher on AP exams

Percentage of students college and career ready

Percentage of students prepared for college (EAP)

Score on API (Until replaced)

Performance on Standardized Tests

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No. 5 Pupil Engagement No. 6 School Climate

No. 5

School Attendance rates

Absenteeism rates

Middle/High school dropout rates

High School graduation rates

No. 6

Student expulsion-rates

Discipline data

Other local measures PBIS participation IUSD Parent-Teacher-

Student surveys20

No. 7 Access and Enrollment

No. 8 Pupil OutcomesNo. 7

Student access and enrollment in abroad course of study, including students with exceptional needs No. 8

Other indicators of student performance which might include:o Benchmark assessmentso Gradeso CAHSEE pass rateso Physical fitness testo California Healthy Kids Survey

Results21

Adopting and Updating the LCAP

1. Consult with:

•Bargaining Units•Community•District Personnel•Parents•Pupils•School Personnel•Teachers

2. Present for review and

comment to:

•Parent advisory committee (SCAC)•English learner parent advisory committee (ELAC)•PTA•Superintendent must respond in writing to comments received

3. Opportunity for Public Input

•Notice of the opportunity to submit written comment•Public hearing•Superintendent must respond in writing to comments received•Superintendent must ensure LCAP strategies are consistent with school plans and categorical programs

Adoption of the Plan:•Adopt the plan concurrent with the district’s budget•Submit to OCDE for approval•Post on the district website•OCDE will post LCFF for each district/school

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How is IUSD Preparing for LCAP?

In preparation for developing IUSD’s LCAP, district stakeholders are currently identifying:

IUSD Strategic Initiatives that correlate to 8 state goals

Core services provided to students

Needs by sub-groups

Supplemental services provided to sub-groups

Actions to meet the identified goals

Expenditures related to state goals

Indicators of success

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LCAP Draft Development Timeline

November

December-March

March April May June

November 2013Established LCAP Core Committee

Dec.– March 2014Core LCAP Committee

compiles data and gathers

stakeholder input

March 2014SBE releases

LCAP template

April 2014Board Reviews

IUSD LCAP draft report

June 3, 2014LCAP Public

Hearing

June 24, 2014Adopt LCAP

concurrent with 2014-15 Budget

May 2014LCAP final

report presented to Board and

stakeholders

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