IN IT IAL OVERVIEW

LOCAL CONTROL ACCOUNTABILITY PLANS

December 19, 2013

Presented By:

Mickey PorterAsst. Supt.

Presentation prepared with templates and resources from Shasta County Office of Education, in conjunction with the CISC Accountability Subcommittee

WHAT’S IN A NAME??

•L

•C

•A

•P

• Language and Cultural Access Program

• Licking County Aging Program

• Lawn Care Association of Pennsylvania

• Leaving Certificate Applied Programme

• Lung Cancer Associated Protein

• Loosely Coupled Array of Processors

• London Coalition Against Pesticides

• Literacy Curriculum Alignment Project

• Library Cache Auditing Protocol

• Landfill Closure Assistance Program

• Low Combat Air Patrol

• Land Conservation in Asia and the Pacific

• Libraries Cooperative Automated Project

• Lilac Crowned Amazon Parrot

• Logistics Civil Augmentation Program

SUGGESTED NORMS FOR TODAY

1. Interrogate Reality

2. Provoke Learning

3. Tackle Tough Challenges

4. Enrich Relationships

Source: Fierce Conversations by Susan Scott

RULES OF ENGAGEMENT

• Engage with electronics • Engage with each other when “group talk”• Engage with the content when “information dump”• Engage as a learner

PLAN FOR TODAY

1. Brief Overview of DRAFT LCAP• Section 1: Stakeholder Engagement• Stakeholder Engagement Ideas

• Section 2: Goals and Progress Indicators• Classification of Students• Review the 8 State Priorities

2. Ties to Other Plans

3. LCAP Adoption Process

4. Suggested Actions

WHAT DOES THIS INTERACTION LOOK LIKE IN YOUR DISTRICT??

Plans

FundsOutcomes

for Students

EMPOWERMENT MODEL

LCAP ELEMENTS

ACTIONS, SERVICES,AND EXPENDITURES

GOALS AND PROGRESS

INDICATORS

STAKEHOLDER ENGAGEMENT

LCAP TIMELINE

01.31.14SBE

Regulations

03.31.14SBE

Template

06.30.14LEAs Adopt

LCAP

10.01.15SBE

Rubrics (intro to SBE in Jan)

3 year plan, updated annually, effective 2014-15

Time Frames AB 1200 LCAPJanuary15-16, 2014 SBE Approves EL/LI/FY

GuidelinesMarch 2014 3/15: 2nd Interim Report 3/12-3/13: SBE Approves

LCAP TemplateMarch – April 2014 SCOE Business &

Instructional Staff available for individual district appointments

April – May 2014 • Update projected enrollments & ADA• Project revenues and expenses of subsequent fiscal year

May – June 2014 Public Hearing for Budget District Public Hearing for LCAP prior to adoption

May – June 2014 District Approves Budget District Adopts LCAP

LCFF does not change timelines under the

AB 1200 fiscal oversight process.

AB 1200 & LCAP

TIMELINECOUNTY SUPERINTENDENT PROCESS AND TIMELINE TO REVIEW

AND APPROVE DISTRICT BUDGETS AND LCAPS

(no later than) Budget Action LCAP Action

July 1 Transmit adopted budget to county superintendent

Adopt LCAP

July 6 Transmit adopted LCAP to county superintendent

August 15 County superintendent approves or disapproves budget (conditional approval or disapproval must be accompanied by written recommendations to revise budget)

County superintendent may seek written clarification on LCAP from LEA

August 30(or within 15 days of

receiving written response)

LEA shall provide written response to county superintendent

September 15(or within 15 days of

receiving LEA response)

County superintendent may submit written recommendations to amend the LCAP

September 30(or within 15 days of

receiving written recommendations)

LEA must consider county superintendents recommendations at a public hearing

October 8 County superintendent shall approve LCAP if conditions for approval are met

LEA PLANS

• The LCAP template will be developed in a manner that meets both the LCAP requirements and the federal requirements.

• The SBE will take steps to minimize duplication of effort at the local level to the greatest extent possible. [EC Section 52064]

• LEAs in Program Improvement must continue to meet current LEA Plan requirements. [EC Section 1116(c)(7)]

SCHOOL SITE PLANS

• Specific actions included in the LCAP, or the annual update of the LCAP, must be consistent with the strategies included in school plans. [EC Section 64001]

• Districts are responsible for reviewing school site plans to ensure this consistency.

SECTION 1STAKEHOLDER ENGAGEMENT

ADOPTING AND UPDATING THE LCAP

12

34

Consultation with:• Teachers• Principals• Other

School personnel

• Bargaining Units

• Pupils• Parents

Present for review and comment to:• Parent advisory

committee• English learner

parent advisory committee

• Superintendent must respond in writing to comments received

Opportunity for public input:• Notice of the

opportunity to submit written comment

• Public hearing • Superintendent

must respond in writing to comments received

Adoption of Plan:• Adopted

concurrent with the LEA’s budget

• Submitted to COE for approval

• Posted on district website

• COE posts LCAP for each district/school or a link to the LCAP

ED CODE FOR STAKEHOLDER INVOLVEMENT

Stakeholder Engagement Guiding Questions

• How have parents, community members, students, and other stakeholders been engaged and involved in developing, reviewing, and supporting implementation of the LCAP?

• How has the involvement of stakeholders supported improved performance and outcomes for students?

• “A governing board of a school district shall consult with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing a local control and accountability plan.” [EC 52060(g)]

PARENT ADVISORY

Parent Advisory

Low Income

rep

Foster Youth

rep

English Learner

rep

EL Parent

Advisory15% ELs

At least 50 EL pupils

Pre-existing committees can be used if requirements are met: Parent Advisory Committee

ELAC/DELAC

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WHAT IS STAKEHOLDER ENGAGEMENT?

“An ongoing system through which education leaders meaningfully connect with, learn from and communicate with individuals and groups.”

How does this differ fromShared Decision Making

and/or Information Sharing?

Source: Thoughtstream “Five Criteria For Effective Stakeholder Engagement in Education” 2013

Source: Thoughtstream “Five Criteria For Effective Stakeholder Engagement in Education” 2013

“ Engagement must be deliberate and systematic, and stakeholders should have an influence throughout the decision making process, not just at the end.”

FOUR PHASES OF ENGAGEMENT

1. Planning – determining what decisions will be affected, who the participants are, settling on the right questions to ask.

2. Participation – learning from each other and setting priorities.

3. Analysis – consolidating all the input.

4. Sharing – encapsulating and distributing results.

Source: Thoughtstream “Five Criteria For Effective Stakeholder Engagement in Education” 2013

FIVE CRITERIA FOR A SUCCESSFUL ENGAGEMENT SYSTEM

• Fast – Quick to set up and deploy

• Flexible – Easy to use at a reasonable cost

• Accessible – To users and stakeholders

• Controlled – You manage the what, when, how

• Transparent – Feedback to stakeholders throughout the engagement cycle

Source: Thoughtstream “Five Criteria For Effective Stakeholder Engagement in Education” 2013

Source: Thoughtstream “Five Criteria For Effective Stakeholder Engagement in Education” 2013

STAKEHOLDER ENGAGEMENT PLAN

SECTION 2GOALS AND PROGRESS INDICATORS

CLASSIFICATION OF STUDENTS

English Learners (EL)

• Based on Home language survey and California English Language Development Test (CELDT)• Reclassified students

(Fluent English Proficient) will no longer generate additional funding

Low Income (LI)

• Qualify based on free and reduced price meals• Foster Youth are

automatically eligible

SUBGROUPSRacial/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

Other Subgroups

• English Learners*• Low Income*• Foster Youth = 15

students• Students with

Disabilities*

*Numerically significant student subgroups in the

district = 30 students

CALPADS DATA COLLECTION

• EL, LI, & FY Students enrolled on the fall Census Day will be used as the basis for supplemental and concentration grants.

• Certification was due: December 17th

• Amendment window closes: February 7th

• Hint: Check out TBDs……

NEW: COE REVIEW OF STUDENT DATA

• SB 97 requires COEs to “review and validate reported English learner, foster youth, and free or reduced-price meal eligible pupil data for school districts and charter schools under its jurisdiction to ensure the data is reported accurately.”

THE 8 STATE PRIORITIES

1. Basic Services 2. Implementation of

Content & Performance Standards

3. Parental Involvement & Input

4. Student Achievement

5. Student Engagement

6. School Climate7. Course Access8. Other Student

Outcomes

Groupings Key:

Conditions of Learning

Pupil Outcomes

Engagement

• Priority 1: Basic Services

• Priority 2: Implementation of Content & Performance Standards

• Priority 7: Course Access

CONDITIONS OF LEARNING

PRIORITY 1: BASIC SERVICES

Proper teaching assignments &

proper credentials for instructional staff

School facilities maintained and in

good repair

Sufficiency of standards-aligned

instructional materials

WILLIAMS’ ACT REQUIREMENTS

FOR ALL SCHOOLS

GOALSNEEDS ANALYSIS• What data are we

collecting?• Do we already have an

implementation plan that we can use to chart progress?

• What data do we want to begin to use and track to show improvement over time?

• Where do we want to be in 3 years?• How do these goals

relate to the state priorities and locally identified priorities?

PRIORITY 1:BASIC SERVICES

PRIORITY 2: IMPLEMENTATION OF CONTENT &

PERFORMANCE STANDARDS

English Language Development

StandardsCommon Core

State Standards

GOALSNEEDS ANALYSIS• What data are we

collecting?• Do we already have an

implementation plan that we can use to chart progress?

• What data do we want to begin to use and track to show improvement over time?

• Where do we want to be in 3 years?• How do these goals

relate to the state priorities and locally identified priorities?• How are subgroups

addressed?

PRIORITY 2: IMPLEMENTATION OF CONTENT &

PERFORMANCE STANDARDS

COMMON COREIMPLEMENTATION SUPPORTS

LINK: http://www.ccsesa.org/index/attachments/LeadPlanGuide_WEB.pdf

PRIORITY 2: IMPLEMENTATION OF CONTENT &

PERFORMANCE STANDARDS

PRIORITY 7:COURSE ACCESS

GRADES K-6

Definition

The extent to which ALL students have access to, and are enrolled in, a broad course of study, including the programs and services developed and provided to unduplicated pupils and individuals with exceptional needs, and the program and services that are provided to benefit these pupils.

Scope for K-6

• English Language Arts• Mathematics• History/Social

Sciences• Science• Visual and

Performing Arts• Heath• Physical Education

Definition

The extent to which ALL students have access to, and are enrolled in, a broad course of study, including the programs and services developed and provided to unduplicated pupils and individuals with exceptional needs, and the program and services that are provided to benefit these pupils.

Scope for Grades 7-12

• English • Mathematics• History/Social Sciences• Science• Foreign Language• Physical Education• Visual and Performing

Arts• Applied Arts• Career Technical

Education

PRIORITY 7:COURSE ACCESS

GRADES 7-12

GOALSNEEDS ANALYSIS

• What data are we collecting?

• What data do we want to begin to use and track to show improvement over time?

• Where do we want to be in 3 years for all students and for special populations?

PRIORITY 7:COURSE ACCESS

• PRIORITY 4 : STUDENT ACHIEVEMENT

• PRIORITY 8: OTHER STUDENT OUTCOMES

PUPIL OUTCOMES

PRIORITY 4:STUDENT ACHIEVEMENT

All Districts Statewide assessments The Academic

Performance Index English learners who

make progress toward English proficiency as measured by the CELDT*

English learner reclassification rate

Districts with High School

A-G completers or CTE sequences/clusters of courses and align with state board-approved CTE standards

Students who have passed an AP exam with a score of 3 or higher

Students who demonstrate college preparedness on the Early Assessment Program*

*or any subsequent assessment

GOALSNEEDS ANALYSIS

• What data are we collecting?

• What data do we want to begin to use and track to show improvement over time?

• Where do we want to be in 3 years with all students and with special populations?

PRIORITY 4:STUDENT ACHIEVEMENT

PRIORITY 8:OTHER STUDENT OUTCOMES

GRADES K-6

Student Outcomes, if available in:

• English Language Arts• Mathematics• History/Social Sciences• Science• Visual and Performing Arts• Heath• Physical Education• Technology Integration

• English • Mathematics• History/Social Sciences• Science• Foreign Language• Physical Education• Visual and Performing Arts• Applied Arts• Career Technical Education• Technology Integration

Student Outcomes, if available in:

PRIORITY 8:OTHER STUDENT OUTCOMES

GRADES 7-12

GOALSNEEDS ANALYSIS

• What data are we collecting?

• What data do we want to begin to use and track to show improvement over time?

• Where do we want to be in 3 years with all students and special populations?

PRIORITY 8:OTHER STUDENT OUTCOMES

• Priority 3: Parent Involvement & Input

• Priority 5: Student Engagement

• Priority 6: School Climate

ENGAGEMENT

PRIORITY 3:PARENT INVOLVEMENT & INPUT

Seek Parent Input for promoting

parental participation in programs for:• Low income

• English learners• Foster Youth

• Students with exceptional needs

Seek Parent Input for School Site

Decisions

Seek Parent Input for District Decisions

GOALSNEEDS ANALYSIS

• What data are we collecting?

• What data do we want to begin to use and track to show improvement over time?

• Where do we want to be in 3 years?

PRIORITY 3:PARENT INVOLVEMENT & INPUT

PRIORITY 5:STUDENT ENGAGEMENT

All Districts• School Attendance• Chronic Absenteeism Rates

Districts with Middle School

• Middle School Dropout Rates

Districts with High Schools• High School Dropout Rates• High School Graduation Rates

GOALSNEEDS ANALYSIS

• What data are we collecting?

• What data do we want to begin to use and track to show improvement over time?

• Where do we want to be in 3 years with all students and with special populations?

PRIORITY 5:STUDENT ENGAGEMENT

PRIORITY 6:SCHOOL CLIMATE

• Suspension Rates

• Expulsion Rates

• Other local measures, including surveys of students, parents and teachers on the sense of safety and school connectedness

GOALSNEEDS ANALYSIS

• What data are we collecting?

• What data do we want to begin to use and track to show improvement over time?

• Where do we want to be in 3 years with all students and with special populations?

PRIORITY 6:SCHOOL CLIMATE

LCAP SUGGESTED ACTIVITIESDecember – January• Develop LCAP timeline for your district. • Determine LCAP Development Team.• Talk to school board about their responsibilities in regard to LCFF and LCAP.• Correct CALPADS data for English Learners, Foster Youth, and Low Income during amendment window. • Review SARC data and other district data that further clarifies the current state of the district related to each of

the 8 State Priorities.• Develop Stakeholder Engagement Plan.• Engage Stakeholders: teachers, principals, other school personnel, bargaining units, parents, and pupils. • Establish or re-establish a Parent Advisory Committee. Be prepared to record how parents, community

members, students, and other stakeholders were engaged and involved in developing the LCAP (collect evidence).

• Establish or re-establish an English Learner Parent Advisory Committee (if 15% or at least 50 EL students). February – March• Prepare to articulate the core services and program of support for ALL students. • Begin discussing data, needs identified through the data, 3-year goals, within each State Priority area for all

students and each student subgroup with teachers, principals, other school personnel, parents, and students - need evidence of these consultations.

• Begin discussing services and actions needed to implement goals within each State Priority area for all students and each student subgroup with teachers, principals, other school personnel, parents, and students - need evidence of these consultations.

• Engage Stakeholders. April – May• Determine expenditures needed to provide services: to all students and to identified sub-groups.• Amend the LCAP to include input from stakeholder groups, including written comments.• Update local board on LCAP development and incorporate suggestions for revisions.

RESOURCES

SCOE/COMMUNITY SUPPORT• Investing in Personnel• TBD – hopefully February 2014

• Two More Sessions:• Thursday, February 13, 2014

8:30am-12:30pm• Monday, March 24, 2014

8:30am-12:30pm

• Session for Charters and Authorizing Agency – TBD

• BrightBytes Partnership• Kristen Swanson/Mickey Porter

• SCOE LCAP Webpage• www.scoe.org/lcap

SCOE Personnel

• CalPads Assistance• Robin Horwinski (IT) | rhorwinski@scoe.org

• College/Career Readiness• Stephen Jackson (Career Dev) | sjackson@scoe.org

• Coop• Gail Eagan (ESS) | geagan@scoe.org

• Cradle to Career• Dan Blake(ESS) | dblake@scoe.org

• Customized Support• Mickey Porter (ESS) | mporter@scoe.org • New Position (ESS) | TBA• Denise Calvert (Business) | dcalvert@scoe.org • Judy Thomson (Business) | jthomson@scoe.org

• Data Assistance• Rick Phelan (ESS) | rphelan@scoe.org

• Foster Youth• Debra Sanders (Alt Ed) | dsanders@scoe.org

WEST ED AUDIO SEGMENTS• Episode 1 - What is the Local Control Funding Formula?

• Episode 2 - What Makes LCFF Different and Better?

• Episode 3 - What Should LEAs Do Now? (August 2013)

• Episode 4 - Performance Based Budgeting and Planning

• Episode 5 - Accounting and LCFF

• Episode 6 - Local Control Accountability Plan and LCFF State Priorities

LINK: http://lcff.wested.org/lcff-channel/

NEXT STEPS/INPUT

• Feedback: https://www.surveymonkey.com/s/LCAP121913

QUESTIONS?

THANK YOU!