Local Control Accountability Plan (LCAP) Overview

Understanding LCFF Accountability

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LCFF and LCAP

• Local Control Funding Formula (LCFF) distributes Prop 98 funding

• The Local Control Accountability Plan (LCAP) is the accountability document for LCFF funding– Likely to become “the” accountability document

• Workshop goal: provide an overview and understanding of how LCAPs function

• Important for all to understand how the money flows and how it is held accountable

LCFF Entitlement Target

• Entitlement Target = Base Grant + GSAs + Supplemental Grant + Concentration Grant + Add-ons

• Base Grant per ADA (with 1.02% COLA)K-3 = $7,083 7-8 = $7,4034-6 = $7,189 9-12 = $8,578

• GSAs – 10.4% ($737) per K-3 ADA; 2.6% ($223) per 9-12 ADA

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LCFF Entitlement Target

• Supplemental Grant – additional 20% of Base Grant + GSAs for each EL, low income and foster pupil (by enrollment)

• Concentration Grant – additional 50% of Base Grant + GSAs for each student eligible for supplemental grant above 55% concentration threshold

• Add-ons – Home-to-School Transportation and Targeted Instructional Improvement Grant (TIIG) – Do not receive COLA

LCFF in One Chart

Base Grant (adjusted for

1.02% COLA)

Supplemental Grant

Concentration Grant

K-3 GSA

9-12 GSA

Trans. Add-on

Entitlement TargetTIIG Add-on

2012-13Revenue

Limit

2012-13“Included”

Categoricals

2012-13 Trans2012-13 TIIG

51.52% of 2015-16 gap

2015-16 Funding

2014-15 Funding

29.97% of 2014-15 gap

12.02% of 2013-14 gap

LCFF Gap Closure Estimates(in billions of dollars)

2013-14

2014-15 2015-16 2016-17 2017-18 2018-19

TransitionFunding

$2.087 $4.722 $5.994 $2.321 $1.972 $1.048

Gap Closure 12.02% 29.97% 51.52% 35.55% 35.11% 19.88%

COLA1.57% 0.85% 1.02% 1.60% 2.48% 2.87%

Percent of Target Funded

72% 80% 90% 92.5%* 93.6%* 92.6%*

*estimated

Stand-Alone Categorical Programs

Proposed for Ongoing Funding (no COLA)• Adult Education Block Grant ($500 million)• After School Education and Safety Program ($547

million)• Child Nutrition – Breakfast Startup ($1 million)• County Office Fiscal Oversight ($5.3 million)• California School Information Services ($5.8 million)• K-12 Internet Access ($14.9 million authority)• State Testing Program ($126.4 million)• California Partnership Academies ($21.4 million) • Agricultural Education Incentive Program ($4.1

million) • Specialized Secondary Programs ($4.9 million)• Teacher Dismissal ($40,000)• Mandate Block Grant ($219.5 million)

Proposed for Ongoing Funding (includes 1.02% COLA)• Special Education ($3.25 billion)• Foster Youth Programs ($25.3 million)• American Indian Education Centers and Early

Childhood Education Programs ($4.62 million)• Child Nutrition ($162.4 million)• State Preschool ($884.7 million)

Proposed for One-time Funding • Professional Development ($500 million)• Career Technical Education ($400 million)

* three-year phase-out

• Emergency Repair Program ($273.4 million)* Finishes Williams Settlement obligation

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Gap Funding

• Full implementation for districts and charters will occur over many years

• Calculation of progress toward full implementation is critical to determining:– K-3 GSA requirements– Supplemental and concentration grant expenditure

requirements

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Supplemental and Concentration Grants

• LEAs must “increase or improve services” for grant generating students “in proportion to the increase in funds apportioned on the basis of the number and concentration” of those students

• SBE regulations - January 16, 2014

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LCFF Spending Rules – the Basics

• Theory – At full LCFF implementation, base grants pay for core program and supplemental/concentration grants are for increased or improved services for EL, low-income and foster youth

• Methodology – Calculate 2013-14 base year spending for grant generating students, apply a formula that calculates proportional increases in spending or results (increased or improved services) for EL, low-income and foster youth for each subsequent year as LEAs narrow the gap to full LCFF funding

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District-wide Use of Funds• Districts eligible for concentration grant funds (over 55%

threshold) may demonstrate increased or improved services by using funds on districtwide basis, but must:– Identify in the LCAP services provided on a district-wide

basis– Describe how those services are directed toward meeting

LCAP goals for unduplicated pupils• Districts under 55% threshold may still use funds on a

district-wide basis, but in addition to above must:– Describe how district-wide services are the “most

effective” use of these funds to meet LCAP goals for unduplicated pupils

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School-wide Use of Funds

• Districts may expend funds on a school-wide basis if unduplicated pupils exceed 40% of a school’s total enrollment, but must:– Identify in the LCAP those services being provided on a

school-wide basis– Describe how those services are directed toward meeting

LCAP goals for unduplicated pupils• For schools under 40% threshold funds may still be used

on a school-wide basis, but in addition to above must:– Describe how school-wide services are the “most effective”

use of these funds to meet LCAP goals for unduplicated pupils

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LCAPs – State Priorities

1) Compliance with Williams criteria – instructional materials, teacher assignments and credentials, facilities

2) Implementation of SBE adopted academic content standards, including programs and services for ELs to access the common core and ELD standards

3) Parental involvement4) Pupil Achievement – statewide assessments, API,

completion of A-G requirements, CTE sequences and AP courses, EL progress toward proficiency, college preparation (Early Assessment Program)

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LCAPs – State Priorities (cont.)5) Pupil engagement – attendance, dropout and

graduation rates6) School climate – suspension and expulsion rates, etc.7) Access, including for subgroup, to a broad course of

study in specified subject areas8) Pupil outcomes in specified subject areas

Two additional priorities for COEs:9) Services for expelled students

10) Regional services for foster youth

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SBE LCAP Template

• SBE Draft Template - see SBE January Agenda Item 20, Attachment 3: http://www.cde.ca.gov/fg/aa/lc/documents/calcaplinks.xls

• Groups state priorities under three broad categories:– Conditions of Learning (1, 2, 7, 9 and 10)– Pupil Outcomes (4 and 8)– Engagement (3, 5 and 6)

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SBE LCAP Template

• SBE provides “guiding questions” related to LCAP engagement process and for each of the three broad state priority categories

• Template includes fields for goals, metrics, applicable subgroups, three year plan for goals, actions and expenditures, etc.

• Note: Actions and expenditures may apply to more than one state priority and more than one goal – LCAP with expenditures is not the same thing as a budget

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LCAP - Community Engagement

Prior to adopting LCAP and budget, LEAs must:• Present LCAP to parent advisory committee• Present LCAP to EL parent advisory committee if LEA

enrolls 50 or more ELs equaling at least 15% of total enrollment

• Notify public of opportunity to submit written comments on draft LCAP

• Public hearing to present draft LCAP and opportunity for public comment

• Public hearing to adopt LCAP and budget

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Budget Aligned to LCAP

• For 2014-15, and each subsequent year, the LCAP must be adopted before the LEA adopts its budget

• The county superintendent, or SPI, shall disapprove a budget that does not include the expenditures necessary to implement the LCAP

SB 277 (Pan/Allen)

• Eliminates the personal belief exemption from the vaccine requirement for school aged children

• Applies to public and private schools (except home-based private)

• Begins in the 2016-17 school year• Exemptions to be limited to only medical reasons• Process for personal belief exemption available until

January 1, 2016– Does not apply to students entering Kindergarten or grade 7– Otherwise, remains in place until the student moves into 7th

grade

SB 277 (Pan/Allen)

• Special Ed students cannot be denied access to services outline their IEP due to being unvaccinated

• Two alternatives:– Home-based private school– Independent study program “that does not include

classroom-based instruction”• CCIS working with CDE/DPH on guidance • Expect lawsuits• In the meantime: Be careful – remember intent