Local Control Accountability Plan Update: Working With

Stakeholders and County Review

A Gift of More Local Control

Outcomes Review LCAP purposes. Review SBE approved template and

spending regulations and implications. Sharing data with stakeholders. What are we asking stakeholders? County contacts. Implementation Framework and county

review.

Local Control Accountability Plan Annual Goals That Address Eight Specified

Priority Areas Districtwide goals. Goals for each subgroup; school.

Specific Actions to Achieve Goals Each action must be aligned with budget.

Input and Review Process Advisory groups review and comment. LEA responds to groups’ comments in writing.

Janelle’s Key Points LCFF changes focus from compliance to

performance. LCAP describes what you will do for kids

and what you will spend to do so. Performance driven - what do all kids

need and how will you meet their needs. Local Planning - tells the local story to

stakeholders based on the local needs and goals –

Advice from Janelle’s WestEd Colleagues “Telling the Story” is like a grant

introduction or justification. Stakeholders as audience. It’s like an elevator speech. Who are we -- our values, our priorities, our stakeholders and partners. How we plan to address our needs. How we’ll invest the funds. How the system will support it. How did we get it done?

Priorities May Be Grouped for “Goal” PurposesA. Conditions of Learning

Basic Services Implementation of

State Standards Course Access

B. Pupil Outcomes Pupil Achievement Other Pupil Outcomes

C. Engagement Parent

Involvement Pupil Engagement School Climate

Significant subgroup nowdefined as 30.

Significant subgroup Foster youth defined as

15.

DistrictsCountiesCharters

Template Categories 3-Year LCAP1. Stakeholder Engagement Guides the process planning for

development of LCAP. See guiding questions.

Likely will be completed after LCAP sections 2-3 are complete. Is NOT the narrative for state priority 3,

Parent Involvement.

Template Categories 3-Year LCAP1. Stakeholder Engagement Needs Analysis:

Guiding question 3- What information was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process?

Qualitative and Quantitative

State

wide

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StatePercent Enrollment

DistrictPercent Enrollment

4. Pupil AchievementAreas below State Mean

STAR/CALMAPP ELAProfic ient or Advanced

STAR/CALMAPP MathProfic ient or Advanced

STAR/CALMAPP Sc ienceProfic ient or Advanced

STAR/CALMAPP History/Social Science

Profic ient or Advanced

API Score

API Growth

Percent Completing UC/CSU Required Courses

Percent completing a CTE Course Sequence

Percent Making Progress Towards English Profic iency

(AMAO 1)

English Learner Reclassification Rate

Percent AP Exam Score of 3 or Higher

EAP ELACollege Ready Rate

EAP MathCollege Ready Rate

8. Other Pupil Outcomes(Suggested Measures)

CAHSEE ELA Proficient Rate

CAHSEE ELA 4 Year Pass Rate

CAHSEE Math Profic ient Rate

CAHSEE Math 4 Year Pass Rate

Percent in Cohort Attaining English Proficient

Level (AMAO 2 <5 Years)Percent in Cohort

Attaining English Proficient Level (AMAO 2 >=5 Years)

AP ExamPartic ipation Rate

Distric t Identified Priority

5. Pupil EngagementAreas below state mean

Attendance Rate

Chronic Absenteeism Rate

Middle SchoolDropout Rate

High SchoolDropout Rate

High SchoolGraduation Rate

6. School ClimateAreas below state mean

Suspension Rate

Expulsion Rate

Truancy Rate

California Healthy Kids Survey Results

Distric t Identified Priority

3. Parental Involvement

Distric t Identified Priority

Distric t Identified Priority

1. Basic ServicesAreas below state mean

Credentialed Teacher Rate

Credentialed Teacher Teaching Outside of

Subject Area Rate

Teacher Missassignment Rate

Teacher of English Learners Missassignment Rate

Highly Qualified Teacher Rate

Most Recently Adopted Textbooks Rate

Student Lacking Own Copy of Textbook Rate

Overall Facility Rating

2. Implementationof Sate Standards

Common Core ELA Implementation

Common Core Math Implementation

English Language Development

7. Course Access

UC/CSU Required Course Enrollment Rate

CTE Course Enrollment Rate

AP Courses Offered

AP Course Enrollment Rate

Intervention/Remedial Course Enrollment Rate

Other Course Access Measure

Needs AnalysisSta

tewi

de

Distr

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Am

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StatePercent Enrollment

Distric tPercent Enrollment

4. Pupil AchievementAreas below State Mean

STAR/CALMAPP ELAProfic ient or Advanced

STAR/CALMAPP MathProfic ient or Advanced

STAR/CALMAPP ScienceProfic ient or Advanced

STAR/CALMAPP History/Social Sc ience

Profic ient or Advanced

API Score

API Growth

Percent Completing UC/CSU Required Courses

Percent completing a CTE Course Sequence

Percent Making Progress Towards English Profic iency

(AMAO 1)

English Learner Rec lassification Rate

Percent AP Exam Score of 3 or Higher

EAP ELACollege Ready Rate

EAP MathCollege Ready Rate

8. Other Pupil Outcomes(Suggested Measures)

CAHSEE ELA Proficient Rate

CAHSEE ELA 4 Year Pass Rate

CAHSEE Math Proficient Rate

CAHSEE Math 4 Year Pass Rate

Percent in Cohort Attaining English Proficient

Level (AMAO 2 <5 Years)Percent in Cohort

Attaining English Proficient Level (AMAO 2 >=5 Years)

AP ExamPartic ipation Rate

Distric t Identified Priority

5. Pupil EngagementAreas below state mean

Attendance Rate

Chronic Absenteeism Rate

Middle SchoolDropout Rate

High SchoolDropout Rate

High SchoolGraduation Rate

6. School ClimateAreas below state mean

Suspension Rate

Expulsion Rate

Truancy Rate

California Healthy Kids Survey Results

Distric t Identified Priority

3. Parental Involvement

Distric t Identified Priority

Distric t Identified Priority

1. Basic ServicesAreas below state mean

Credentialed Teacher Rate

Credentialed Teacher Teaching Outside of

Subject Area Rate

Teacher Missassignment Rate

Teacher of English Learners Missassignment Rate

Highly Qualified Teacher Rate

Most Recently Adopted Textbooks Rate

Student Lacking Own Copy of Textbook Rate

Overall Facility Rating

2. Implementationof Sate Standards

Common Core ELA Implementation

Common Core Math Implementation

English Language Development

7. Course Access

UC/CSU Required Course Enrollment Rate

CTE Course Enrollment Rate

AP Courses Offered

AP Course Enrollment Rate

Intervention/Remedial Course Enrollment Rate

Other Course Access Measure

KDS Surveys

On Gathering Input Don’t ask for input that you don’t plan to

use.

Ask questions relevant to your story or your data.

What is your process for reviewing processing and feeding back your input to your stakeholders?

What are Districts Asking? Temecula Valley: How can TVUSD help

more…1. Students to attend school regularly?2. Students to do well in their classes?3. Students to graduate from high school?4. Students to prepare for college and careers?5. Parents to become involved in our schools?

Essential Questions From Madera County What steps might we continue or

implement to: Close achievement gaps? Provide college and career readiness? Achieve master of 21st century learning

skills? Ensure all students graduate? Promote positive learning environments? Expand parent involvement?

What are Districts Asking?

KDS Surveys

December January February March April May June July-August

District Leadership

Board of Education

CAC Board of Education

CAC DELAC Submit for Board Approval

County Review

Principals Business Partners

DELAC CTE GATE PAC

DELAC ELAC DELAC PTOPAC PTO PAC SSC

LCAP (3) SSC PTO CSEAGATE VVTA SSC VVTA

ELAC CSEA School Sites District Leadership

PTO Principals PrincipalsSSC School Sites School Sites

VVTACSEA

School SitesReview

Board of Education Community District Personnel

Budget Development Process

Input

CAC: Community Advisory Committee (SpEd)

CSEA: California State Employees Association

CTE: Career Technical Education Partners

DELAC: District English Language Advisory Committee

GATE: Gifted & Talented Education Advisory Committee

LCAP: Local Control Accountability Plan Information Nights

PAC: Parent Advisory Committee

PTO: Parent Teacher Organizations

SSC: School Site Councils

VVTA: Val Verde Teachers Association

LCAP Next Steps1. Create a Timeline of Events2. Establish Districtwide Committees3. Analyze Student Achievement Data4. Know Research5. Educate Learning Community on LCFF

and LCAP6. Establish LCAP Goals7. Begin Aligning Budget With LCAP

Focus Group Questions In small, grade span alike groups: What two things do you want most for

your child? What do parents need to know most

about this? What are the best ways to get parents

engaged in this new opportunity?

Small Group Discussion How are you engaging your

stakeholders? What are you asking your stakeholders? How are you maximizing attendance? How are you reviewing and processing

and feeding back your input to stakeholders?

Template Categories 3-Year LCAPNeeds (data) Analysis2. Goals and Progress Indicators

8 state priorities; all students + subgroups; schools

District identifies metric and the progress projected (target).

Quantitative or qualitative One goal can fit multiple state priorities

Getting Ready to Write Does your writing team have a common

understanding of terms such as: “Annual update” “Metric” “Different/Improved” “State Priorities”/”LEA priorities”, “LEA goals” “Actions and Services” “Performance Indicators”

Template Categories 3-Year LCAP3. Actions, Services, and Expenditures

Budget references include all funding sources to implement action/service.

A. Actions, services, and expenditures for ALL pupils and subgroups not listed in B.

B. Actions and services above and beyond what is provided for All Students that serve low income, EL, foster youth, and RFEP.

Template Categories 3-Year LCAP3. Actions, Services, and

Expenditures

C. Description of calculation of concentration funds, how the funds are being expended that year, justification for schoolwide or districtwide use.

Template Categories 3-Year LCAP3. Actions, Services, and

Expenditures

D. Description of how services for subgroups identified under (B) are increased or improved in proportion to the increased funding and as compared to services provided to all pupils.

SBE Approved Spending Regulations

SBE Proportionality Scenario

Disconnect in Funding? If “districtwide” means a district may

spend LCFF funds (concentration and supplemental) on all students -- how does a district reconcile or meet a proportionality figure?

Deadline On or before July 1, 2014 (By June 2014),

LEA Board Approval at same meeting and prior to the Budget Approval.

Due to RCOE by July 1, 2014, or 5 days after board approval, whichever is sooner.

Must be adopted by July 1, 2014

LCAP actions must be consistent with local bargaining agreements.

52062.a(4): superintendent shall review school plans and ensure that the specific actions included in the LCAP are consistent with the strategies included in the school plans

Adopt Plan at subsequent public meeting.

Develop proposed plan.

Solicit written comments from public.

Present proposed plan to parent advisory committees for review and comment.

Governing Board solicits recommendations and comments from public at public hearing.

Respond in writing to comments from advisory committees.

Consult with school employees, parents, students and local bargaining units.

If County Superintendent seeks clarification, budget approval is conditional

COE reviews plan content and alignment of budget.

COE reviews plan clarification.

COE reviews plan amendments.

Submits locally approved planto COE five days after adoption.

Responds to COE request forclarification within 15 days.

Considers COE recommendationsin a public hearing within 15 days.

Seeks clarification about contentsof plan from district by August 15.

Submits recommended amendmentsto plan back to district within 15 days.

Reviews plan to determine if it meets requirements (adheres to SBE Template and aligns with district budget).

If plan meets requirements,approves plan by October 8.

If plan does not meetrequirements, does not approve plan; provides support.

OUR REVIEW PROCESS

TEAM WORKING DATES:June 24-26, 2014July 7-11, 2014July 15-31, 2014 (Directors Only)

Our Review Process 

TEAM WORKING DATES:June 24-26, 2014July 7-11, 2014

July 15-31, 2014 (Directors Only) 

Must be adopted by July 1, 2014

LCAP actions must be consistent with local bargaining agreements.

52062.a(4): superintendent shall review school plans and ensure that the specific actions included in the LCAP are consistent with the strategies included in the school plans

Adopt Plan at subsequent public meeting.

Develop proposed plan.

Solicit written comments from public.

Present proposed plan to parent advisory committees for review and comment.

Governing Board solicits recommendations and comments from public at public hearing.

Respond in writing to comments from advisory committees.

Consult with school employees, parents, students and local bargaining units.

LCAP Development AssistanceRiverside/ Alvord/ Jurupa Contact: Cynthia Woodscwoods@rcoe.us; 951-826-6101 Murrieta/ TemeculaContact: Diana Asseierdasseier@rcoe.us; 951-826-6648 Coachella/ Palm Springs/ Desert SandsContact: Mike Barneymbarney@rcoe.us; 951-826-6304 Palo Verde/ Desert Center/ Menifee Contact: Dennis Largedlarge@rcoe.us; 951-826-6220 Banning/ Beaumont/ San JacintoContact: Barbara Howardbhoward@rcoe.us; 951-826-6632

Corona/ Lake Elsinore/ Val Verde/ RCOEContact: Russ Frankrfrank@rcoe.us; 951-826-6601 RCEA/ CBK/ Imagine/ Gateway/ RiverSpringsContact: Diana Asseierdasseier@rcoe.us; 951-826-6648 Perris High/ Perris El/ RomolandContact: Hilma Griffin-Watsonhgriffin-watson@rcoe.us ; 951-826-6120 Hemet/ Nuview/ Moreno ValleyContact: Ron Vitorvito@rcoe.us; 951-826-6797

REVIEW STRUCTURE

Level 1- Expert Team Review by the priority areas.

Level 2- Whole Plan Review by district.

Level 3- Directors’ Final Review and Response to district.

Flexibility…AccountabilityGOAL: Every Student College and Career Ready

• How can we assist our districts in increasing achievement for all students?

Systems ensuring successful implementation of actions and sustainability of impact.

• What does the Research say?

Implementation Science Stages of Implementation

Drivers of Implementation

Implementation Science Level 1- Expert Team Review by the priority

areas. Lens for Plan Review

Ensure goals are based on Needs Analysis. Ensure Goals and Actions will result in progress

indicated based on identified metric. Ensure Actions are research-based.

GOAL: Increased achievement for all students; every student college and career ready.

AN IN DEPTH VIEW OF THE RESEARCH BASED “LENS”

Implementation Science

Competency Drivers

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TEAM WORKING DATES:• June 24-26, 2014

–Teams review plans by priority areas.• July 7-11, 2014

–Teams review “whole” plans by district.– District “contacts” facilitate district LCAP

review.• July 15-31, 2014

– ES and FS Directors conduct final LCFF/LCAP review. –Generate summary and

recommendations.

TEAM WORKING DATES:

• July 31 – August 10, 2014 Cabinet generates letters

–Approved.– Conditional approval based on clarification

needed on budget or plan.– Not approved (provides technical

assistance).

http://zerobearblog.blogspot.com/2012/01/this-duck-business-is-for-birds.html

Through each replication, we become more clear in our implementation efforts.

A Gift of More Local Control

After All – Who’s this Cake for?

Questions?