local control accountability plans

CHARTER SCHOOL INFORMATION

LOCAL CONTROL ACCOUNTABILITY PLANS

Developed by the Shasta County Office of Education, in conjunction with the CISC Accountability Subcommittee

PLAN FOR TODAY

• Brief Overview of LCFF• Classification of Students• LCAP Adoption Process• Review the 8 State Priorities• Core Services

BIG IDEAS• LCFF requires the LCAP in shifting

control of LEA budgets from state categoricals to the local level.

• AB 97 specifies the required components of the accountability plans as they apply to districts and charter schools.

• LCAP outlines a new set of rules relating to school district and charter transparency and accountability in relation to how funds will be spent to provide high-quality educational programs.

Plans

FundsOutcomes

for Students

LOCAL CONTROL FUNDING FORMULA

OVERVIEW

LOCAL CONTROL FUNDING FORMULA

• Historic reform to education funding• Redistribution of funds. • Funding based on grade level grants and

demographic data for each district• Home to School Transportation maintained

at 12/13 expenditure level• Funding targets will be phased in over an

estimated 8 year period• Adds New Local Control Accountability Plan

REVISITING THE LOCAL CONTROL FUNDING FORMULA (LCFF)

• Greatly simplifies state funding

Per Student Base Amount

Grade Level

Demographics(Low income, English Learner, and/or Foster

Youth)

ADJUSTMENTS

$

1

This slide shows images that illustrate how the Local Control Funding Formula works. LCFF provides the same amount of funding per student with two adjustments (1) grade level and (2) demographics.

HOW IS LCFF DIFFERENT FROM WHAT WAS IN PLACE UNDER REVENUE LIMITS?• Simplify funding• Revenue limits and most state categoricals are

eliminated• Charter schools will receive funding based on the

students they serve, with greater flexibility to use these funds to improve outcomes of students• 8 years to achieve full funding based on growth

projections. Assumes continued state economic growth.

LINK TO LAO Overview: http://www.lao.ca.gov/reports/2013/edu/lcff/lcff-072913.pdf LINK to CDE’s FAQ: http://www.cde.ca.gov/fg/aa/lc/lcfffaq.asp

http://www.lao.ca.gov/reports/2013/edu/lcff/lcff-072913.pdf

http://www.cde.ca.gov/fg/aa/lc/lcfffaq.asp

OVERVIEW OF LCFFFOR DISTRICTS & CHARTER SCHOOLS

Formula Component Rates/RulesTarget base rates (per ADA) K-3 = $6,845

4-6 = $6,9477-8 = $7,1549-12 = $8,289

Base rate adjustments K-3 = 10.4% of base rate9-12 = 2.6% of base rate

Supplemental funding for EL/LI/FY 20% of adjusted base rateConcentration funding Each EL/LI student above 55% of

enrollment generates an additional 50% of adjusted base rate

Add-ons Targeted Instructional Improvement Block Grant, Home-to-School Transportation, Economic Recovery Target

SUPPLEMENTAL / CONCENTRATION GRANT FUNDS

• SBE must adopt regulations by January 31, 2014:

• Will require district or charter to “increase or improve services for EL/LI pupils in proportion to the increase in funds apportioned on the basis of the number and concentration of unduplicated pupils.”

• Authorize the use of these funds for school-wide or district-wide purposes in a manner that is no more restrictive than Title I

SUPPLEMENTAL / CONCENTRATION GRANT FUNDS

• For a charter school physically located in only one school district, the charter school’s percentage of unduplicated pupils in excess of 55% used to calculate the concentration grant cannot exceed the percentage of unduplicated pupils in excess of 55% of the school district in which the charter is located.

• For a charter school physically located in more than one school district, the charter school’s percentage of unduplicated pupil count in excess of 55% cannot exceed that of the school district with the highest percentage of unduplicated pupil count in excess of 55% of the school districts in which the charter school has a school facility.

LCFF

LAO Report: http://www.lao.ca.gov/reports/2013/edu/lcff/lcff-072913.aspx

http://www.lao.ca.gov/reports/2013/edu/lcff/lcff-072913.aspx

http://www.lao.ca.gov/reports/2013/edu/lcff/lcff-072913.aspx

LCFF AT FULL IMPLEMENTATION

LINK: http://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp

Funding amounts will increase annually by COLA

http://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp

http://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp

PHASE IN OF FUNDING

Old Model LCFF Target02468

101214

Supplemental / Concentration Grants

State categor-icals

Transporta-tion & TIIG

Transporta-tion & TIIG

Base GrantRevenue Limit

CSR / CTE add ons

LCFF Gap

2013/14 GAP funding = 11.78%. Expected full phase in over 8 years depending on state economic growth.

PHASE IN OF FUNDING

• The amount of revenue limit received per ADA in 2012-13 is the base for LCFF.

• Total revenues received will fluctuate proportionate to changes in ADA.

TEAM DISCUSSION

How does LCFF affect your charter school funding?

What are talking points you are using with stakeholders to describe this new funding model?

5 minutes

LCFF: STUDENT CLASSIFICATION

CLASSIFICATION OF STUDENTS

English Learners (EL)

• Based on Home language survey and California English Language Development Test (CELDT)• No time limit for funding• 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*• Students with

Disabilities*• Foster Youth = 15

students (new)

*Numerically significant student subgroups in the

charter school = 30 students

CALPADS DATA COLLECTION

• Will continue, but no additional data will be added to the system

• If Free and Reduced Lunch forms are received from families up until February 7, 2014, you may updated CALPADS for that eligible student.

• Eligibility determination process need not be complete at this time – prior to CALPADS is certified.

FREE/REDUCED LUNCH PROGRAM FOR PROVISION 2 & 3 SCHOOLS

To be counted as eligible for LI in LCFF, students must: • Meet income eligibility criteria for the National

School Lunch Program, or• Be directly certified to receive free meals, or• Be categorically eligible

This process does not affect students’ ability to receive a free lunch under Provision 2 & 3.

LCAP ADOPTION PROCESS

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

• The administrator must respond in writing to comments received

Opportunity for public input:• Notice of the

opportunity to submit written comment

• The administrator must respond in writing to comments received

Adoption of Plan:• Adopted

concurrent with the LEA’s budget

• Submitted to Authorizer for approval

• Posted on district website

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

SIMILARITIES FOR CHARTER SCHOOLS

• The petition for a charter school will include an LCAP that:• establishes goals for each of the eight state priorities

(and any identified local priorities) and• specifies the actions the charter school will take to meet

these goals. • The LCAP must be updated annually (by the

charter school’s governing board). • Charter schools are required to consult with

school employees, parents, and students when developing their plans and annual updates.

DIFFERENCES FOR CHARTER SCHOOLS

• Charter Schools are exempt from the specific requirements to solicit public comment and hold public hearings.

• Charter Schools do not have their plans approved by the County Office.

ED CODE ON STAKEHOLDER INVOLVEMENT

“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)]

EC 52063:(a) (1) The governing board of a school district shall establish a parent advisory committee to provide advice to the governing board of the school district and the superintendent of the school district regarding the requirements of this article.(2) A parent advisory committee shall include parents or legal guardians of pupils to whom one or more of the definitions in Section 42238.01 apply.(3) This subdivision shall not require the governing board of the school district to establish a new parent advisory committee if the governing board of the school district already has established a parent advisory committee that meets the requirements of this subdivision, including any committee established to meet the requirements of the federal No Child Left Behind Act of 2001 (Public Law 107-110) pursuant to Section 1112 of Subpart 1 of Part A of Title I of that act.(b) (1) The governing board of a school district shall establish an English learner parent advisory committee if the enrollment of the school district includes at least 15 percent English learners and the school district enrolls at least 50 pupils who are English learners.(2) This subdivision shall not require the governing board of the school district to establish a new English learner parent advisory committee if the governing board of the school district already has established a committee that meets the requirements of this subdivision.

STATE BOARD CONSIDERATIONS ON STAKEHOLDER ENGAGEMENT

• 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?

• Are engaged parents and students representative of the school community?• How have the English learner and parent advisory committees been engaged?• What type of documentation and/or training has been provided to parent and

community stakeholders about the budget, state priorities, and other information useful to engaging in the development of the LCAP?

• What form of outreach to parents has been taken and has it yielded results?• How are parents engaged by sites in support of the state priorities and goals

identified in the LCAP?• How were teachers, principals, administrators other school personnel, and local

bargaining units involved in the development of the LCAP?• How are governmental agencies engaged by LEAs to support effective

partnerships to provide students with services?

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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LCAP TIMELINE

01.31.14 SBE

Regulations

03.31.14 SBE

Template

06.30.14 LEAs &

Charters adopt LCAP

10.01.15 SBE Rubrics (intro to SBE

in Jan)

3 year plan, updated annually, effective 2014-15

Draft to SBE in November 2013

COHERENCE

LCAP & AUTHORIZERS

• “The authorizer does not "approve" the LCAP - it is used to provide an annual update of attainment of goals/expenditure of funds and is provided to the charter school's governing board and the authorizer pursuant to ECS 47604.33. From the authorizer standpoint, it simply provides additional information and authorizers still must exercise due diligence and have the ability to take action/revoke as needed.” [Elisa Wynne, CDE]

EXISTING CHARTERS

• “Existing charter schools will be required to address the new provisions in EC 47605 during their renewal process.

• “The charter LCAP should utilize the SBE adopted template and provide additional detail beyond what is provided in the petition.”

[Elisa Wynne, CDE]

NEW CHARTERS

“New charter schools who have submitted petitions after new petition requirements in EC 47605 became law on July 1, 2013 must include the new petition requirements that include addressing the eight state priorities as related to the grade level served and the nature of their program.”

[Elisa Wynne, CDE]

ANNUAL LCAP UPDATE

Goals

• Review any changes in applicability of goals from prior year.

• Review the progress toward goals.

Expenditures

A list and description of expenditures for the fiscal year: • Implementing the

specific actions included in the LCAP as a result of the review and assessment.• Serving identified

students: EL, LI, and FY.

GOALS

• First consideration in planning process: Where do you, as a charter school, want to be in 3+ years in relation to:• Student achievement?• Programs for students?

• Revisit current vision to see if it truly describes where you want to focus your time and resources.

LCAP ELEMENTS

• Overview: State Priority• Potential Data• Team: Initial Thoughts

& Next Steps

PROGRESS TOWARD GOALS

ACTIONS

GOALS

NEEDS ANALYSIS

TELLING YOUR STORY

The LCAP planning process should allow each LEA and Charter School to tell their story of:• Where you currently are (Needs Assessments),• Your vision for the future (Goals),• How you plan to take steps each year to achieve

these goals (Progress toward Goals), • The actions and associated budget needed for the

first year’s steps (Actions).

8 STATE PRIORITIES

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

OutcomesWill not need a goal for each priority – several priorities may fit under

overarching goals.

SAMPLE DATA SHOWN: NEEDS ANALYSIS & LCAP WORKING PLAN

Potential Sources:• SARC • Williams Report• School Quality

Snapshots• FPM Results • SPSA Data• Consolidated

Application• Healthy Kids Survey• WASC Report

• The SBE-approved template will further define data to be used.

• To this point, we know broad categories of data, but not how many years of data or sources of data.

• The LCAP Working Plan includes SARC data templates since districts already have this data, but no details on data have been finalized.

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

1. BASIC SERVICES

• Teacher Credentials• Teacher Misassignments &

Vacant Teacher Positions• Core Academic Classes Taught

by HQT• Quality, Currency, & Availability

of Textbooks• School Facility Good Repair

Status• Other local data?• New teachers/admin enrolled in an

induction program

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

PROGRESS TOWARD GOALS ACTIONS

1. BASIC SERVICES

What will be the changes/improvements for students and their learning outcomes when the goals are met?

Year 1 – Year 2 – Year 3

• What actions are needed for all students and for each special population?

• How will LCFF funds be used to support these actions?

1. BASIC SERVICES: TEAM DISCUSSION


ACTIONS

GOALSNEEDS ANALYSIS

5 minutes

2. IMPLEMENTATION OF ACADEMIC, 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?

POTENTIAL DATA


• Teacher Training & Professional Learning• Instructional Strategies• Instructional Changes• Alignment of Courses with CCSS & new texts• Administrator training & support• Student Learning• Communication



What will be the changes/ improvements for students and their learning outcomes when the goals are met?




COMMON CORE IMPLEMENTATIONSUPPORTS

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

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

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

2. IMPLEMENTATION OF ACADEMIC, CONTENT, & PERFORMANCE STANDARDS:

TEAM DISCUSSION


ACTIONS

GOALSNEEDS ANALYSIS

5 minutes

3. PARENTAL 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 Charter School

Decisions

GOALSNEEDS ANALYSIS




Where do we want to be in 3

years?

POTENTIAL DATA


•Number/percentage of unduplicated parents participating in parent informational nights

•Number/percentage of parents involved in school/district opportunities

3. PARENTAL INVOLVEMENT & INPUT:TEAM DISCUSSION


ACTIONS

GOALSNEEDS ANALYSIS

For each subgroup

5 minutes

4. STUDENT ACHIEVEMENTAll 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

4. STUDENT ACHIEVEMENT



Where do we want to be in 3 years with all

students and with special populations?

POTENTIAL DATA


• Number/percentage of students who are “on grade level” in K-3 Reading according to county-wide targets.

• Number/percentage of students by grade level who have mastered the technology skills identified within the CCSS

• Number/percentage of students by grade level who have given an oral presentation as identified in the CCSS ELA standards

• Number/percentage of students who are able to complete Depth of Knowledge 4 performance tasks at proficient levels

4. STUDENT ACHIEVEMENT:TEAM DISCUSSION


ACTIONS

GOALSNEEDS ANALYSIS

For ALL students and

for each subgroup

5 minutes

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





POTENTIAL DATA


• Number/percentage of students by subgroup that are receiving support• Number/percentage of students by grade level and

subgroup that are involved in leadership opportunities • Number/percentage of students by grade

level/course and subgroup that consistently respond in complete sentences.

5. STUDENT ENGAGEMENT:TEAM DISCUSSION


ACTIONS

GOALSNEEDS ANALYSIS


for each subgroup

5 minutes

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

6. SCHOOL CLIMATE




POTENTIAL DATA

6. SCHOOL CLIMATE

• Survey results from parents, students, teachers, and staff on sense of safety and school connectedness

• Number/percentage of students by subgroup involved in clubs or sports

• Number/percentage of students by subgroup who are receiving counseling services


6. SCHOOL CLIMATE





6. SCHOOL CLIMATE:TEAM DISCUSSION


ACTIONS

GOALSNEEDS ANALYSIS


for each subgroup

5 minutes

7. COURSE ACCESS: 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

7. COURSE ACCESS: 7-12

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

GOALSNEEDS ANALYSIS

7. COURSE ACCESS



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


7. COURSE ACCESS





7. COURSE ACCESS:TEAM DISCUSSION


ACTIONS

GOALSNEEDS ANALYSIS


for each subgroup

5 minutes

8. OTHER STUDENT OUTCOMES: K-6

Student Outcomes, if available in:

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

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

8. OTHER STUDENT OUTCOMES: 7-12

Student Outcomes, if available in:

GOALSNEEDS ANALYSIS

8. OTHER STUDENT OUTCOMES



Where do we want to be in 3 years with

all students and special populations?

POTENTIAL DATA


Number/percentage of students by subgroup meeting the district goal (end-of-year target) for:• English• Mathematics• History/Social science• Science• Visual and performing arts• Physical education• Health (K-6 only)• Foreign Language (7-12 only)• Applied Arts (7-12 only)• Career Technical Education (7-12 only)

8. OTHER STUDENT OUTCOMES:TEAM DISCUSSION


ACTIONS

GOALSNEEDS ANALYSIS


for each subgroup

5 minutes

CORE SERVICES

• Define the core services for all students.

• For supplemental/concentration funding, districts will need to describe plans to “increase or improve services for EL/LI/FY pupils in proportion to the increase in funds apportioned on the basis of the number and concentration of unduplicated pupils.”

FOR CHARTER SCHOOLS

ED CODE REFERENCES

47605.

(a) (1) Except as set forth in paragraph (2), a petition for the establishment of a charter school within a school district may be circulated by one or more persons seeking to establish the charter school. A petition for the establishment of a charter school shall identify a single charter school that will operate within the geographic boundaries of that school district. A charter school may propose to operate at multiple sites within the school district, as long as each location is identified in the charter school petition. The petition may be submitted to the governing board of the school district for review after either of the following conditions is met:

(ii) A description, for the charter school, of annual goals, for all pupils and for each subgroup of pupils identified pursuant to Section 52052, to be achieved in the state priorities, as described in subdivision (d) of Section 52060, that apply for the grade levels served, or the nature of the program operated, by the charter school, and specific annual actions to achieve those goals. A charter petition may identify additional school priorities, the goals for the school priorities, and the specific annual actions to achieve those goals.

47605. …

((iii) If the proposed school will serve high school pupils, a description of the manner in which the charter school will inform parents about the transferability of courses to other public high schools and the eligibility of courses to meet college entrance requirements. Courses offered by the charter school that are accredited by the Western Association of Schools and Colleges may be considered transferable and courses approved by the University of California or the California State University as creditable under the “A” to “G” admissions criteria may be considered to meet college entrance requirements.

(B) The measurable pupil outcomes identified for use by the charter school. “Pupil outcomes,” for purposes of this part, means the extent to which all pupils of the school demonstrate that they have attained the skills, knowledge, and attitudes specified as goals in the school’s educational program. Pupil outcomes shall include outcomes that address increases in pupil academic achievement both schoolwide and for all groups of pupils served by the charter school, as that term is defined in subparagraph (B) of paragraph (3) of subdivision (a) of Section 47607. The pupil outcomes shall align with the state priorities, as described in subdivision (d) of Section 52060, that apply for the grade levels served, or the nature of the program operated, by the charter school.

47606.5.

(a) On or before July 1, 2015, and each year thereafter, a charter school shall update the goals and annual actions to achieve those goals identified in the charter pursuant to subparagraph (A) of paragraph (5) of subdivision (b) of Section 47605 or subparagraph (A) of paragraph (5) of subdivision (b) of Section 47605.6. The annual update shall be developed using the template adopted pursuant to Section 52064 and shall include all of the following:

(1) A review of the progress toward the goals included in the charter, an assessment of the effectiveness of the specific actions described in the charter toward achieving the goals, and a description of changes to the specific actions the charter school will make as a result of the review and assessment.

(2) A listing and description of the expenditures for the fiscal year implementing the specific actions included in the charter as a result of the reviews and assessment required by paragraph (1).

(b) The expenditures identified in subdivision (a) shall be classified using the California School Accounting Manual pursuant to Section 41010.

47606.5.

(c) For purposes of the review required by subdivision (a), a governing body of a charter school may consider qualitative information, including, but not limited to, findings that result from school quality reviews conducted pursuant to subparagraph (J) or paragraph (4) of subdivision (a) of Section 52052 or any other reviews.

(d) To the extent practicable, data reported pursuant to this section shall be reported in a manner consistent with how information is reported on a school accountability report card.

(e) The charter school shall consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the annual update.(Added by Stats. 2013, Ch. 47, Sec. 78. Effective July 1, 2013.)

47607

(a) (1) A charter may be granted pursuant to Sections 47605, 47605.5, and 47606 for a period not to exceed five years. A charter granted by a school district governing board, a county board of education, or the state board may be granted one or more subsequent renewals by that entity. Each renewal shall be for a period of five years. A material revision of the provisions of a charter petition may be made only with the approval of the authority that granted the charter. The authority that granted the charter may inspect or observe any part of the charter school at any time.

(2) Renewals and material revisions of charters are governed by the standards and criteria in Section 47605, and shall include, but not be limited to, a reasonably comprehensive description of any new requirement of charter schools enacted into law after the charter was originally granted or last renewed.

(3) (A) The authority that granted the charter shall consider increases in pupil academic achievement for all groups of pupils served by the charter school as the most important factor in determining whether to grant a charter renewal.

(B) For purposes of this section, “all groups of pupils served by the charter school” means a numerically significant pupil subgroup, as defined by paragraph (3) of subdivision (a) of Section 52052, served by the charter school.

47607.3

(a) If a charter school fails to improve outcomes for three or more pupil subgroups identified pursuant to Section 52052, or, if the charter school has less than three pupil subgroups, all of the charter school’s pupil subgroups, in regard to one or more state or school priority identified in the charter pursuant to subparagraph (A) of paragraph (5) of subdivision (b) of Section 47605 or subparagraph (A) of paragraph (5) of subdivision (b) of Section 47605.6, in three out of four consecutive school years, all of the following shall apply:

(1) Using an evaluation rubric adopted by the state board pursuant to Section 52064.5, the chartering authority shall provide technical assistance to the charter school.

(2) The Superintendent may assign, at the request of the chartering authority and with the approval of the state board, the California Collaborative for Educational Excellence to provide advice and assistance to the charter school pursuant to Section 52074.

(b) A chartering authority shall consider for revocation any charter school to which the California Collaborative for Educational Excellence has provided advice and assistance pursuant to subdivision (a) and about which it has made either of the following findings, which shall be submitted to the chartering authority:

47607.3

(1) That the charter school has failed, or is unable, to implement the recommendations of the California Collaborative for Educational Excellence.

(2) That the inadequate performance of the charter school, based upon an evaluation rubric adopted pursuant to Section 52064.5, is either so persistent or so acute as to require revocation of the charter.

(c) The chartering authority shall consider increases in pupil academic achievement for all pupil subgroups served by the charter school as the most important factor in determining whether to revoke the charter.

(d) A chartering authority shall comply with the hearing process described in subdivision (e) of Section 47607 in revoking a charter. A charter school may not appeal a revocation of a charter made pursuant to this section.(Added by Stats. 2013, Ch. 47, Sec. 79. Effective July 1, 2013.)

BETWEEN TODAY & NEXT MEETING(PART 1)

A. Develop LCAP timeline.B. Talk to school board about their responsibilities in regard to

LCFF and LCAP.C. Identify what student groups your district will need to report

data on as indicators in state priority areas.D. Review SARC data and other district data that further clarifies

the current state of the district related to each of the 8 State Priorities, evaluating the effectiveness of current efforts.

E. Complete a Needs Analysis for each of the State Priorities, knowing the research for areas of identified need.

F. Identify long-term goals (vision).G. Collect input from Stakeholders: teachers, principals, other

school personnel, bargaining units, parents, and pupils.

BETWEEN TODAY & NEXT MEETING (PART 2)

H. 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)

I. Establish or re-establish an English Learner Parent Advisory Committee (if 15% or at least 50 EL students)

J. Prepare to articulate the core services and program of support for ALL students

K. Begin discussing data, needs identified through the data, gaps for student groups, and local actions 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.

L. Certify CALPADS data for English Learners, Foster Youth, and Low Income.

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? – Au

gust 2013• Episode 4 – Performance Based Budgeting a

nd Planning• Episode 5 – Accounting and LCFF• Episode 6 – Local Control Accountability Pla

n and LCFF State PrioritiesLINK: http://lcff.wested.org/lcff-channel/

http://lcff.wested.org/lcff-channel/episode-1-what-is-the-local-control-funding-formula/



http://lcff.wested.org/lcff-channel/episode-2-what-makes-lcff-different-and-better/

http://lcff.wested.org/lcff-channel/episode-2-what-makes-lcff-different-and-better/

http://lcff.wested.org/lcff-channel/episode-3-what-should-leas-do-now-august-2013/

http://lcff.wested.org/lcff-channel/episode-3-what-should-leas-do-now-august-2013/

http://lcff.wested.org/lcff-channel/episode-4-performance-based-budgeting-and-planning/

http://lcff.wested.org/lcff-channel/episode-4-performance-based-budgeting-and-planning/

http://lcff.wested.org/lcff-channel/episode-5-accounting-and-lcff/

http://lcff.wested.org/lcff-channel/episode-6-local-control-accountability-plan-and-lcff-state-priorities/

http://lcff.wested.org/lcff-channel/episode-6-local-control-accountability-plan-and-lcff-state-priorities/

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

PERSISTENTLY FAILING CHARTER SCHOOLS

Similar to Districts• Charter schools must

have their performance assessed based on the new SBE rubrics (when they are completed).

Different from Districts• This assessment using

rubrics is to be conducted by the charter authorizer.

• A charter school is required to receive support from its authorizer if, based on the intervention rubric, it does not improve outcomes in 3 of 4 consecutive years for 3 or more subgroups in more than one state or local priority area.

PERSISTENTLY FAILING CHARTER SCHOOLS

AuthorizerCan revoke a charter if the CCEE provides the school with support and determines:1. Has not or will not be

able to implement the CCEE recommendations; and

2. Student academic performance is persistently or severely poor

State Board• Can revoke a charter if

the school fails to improve student outcomes across multiple state and local priorities

ADVISORY COMMISSION ON CHARTER SCHOOLS

• October 8, 2013 Meeting – Item 3 Attachment 1• AB 97 Changes to Ed Code related to Charter School

Programs• LINK: http://www.cde.ca.gov/be/cc/cs/accsnotice100813.

asp

http://www.cde.ca.gov/be/cc/cs/accsnotice100813.asp

http://www.cde.ca.gov/be/cc/cs/accsnotice100813.asp

SUMMARY OF 6 KEY NEW ACCOUNTABILITY ELEMENTS

1. Supplemental and Concentration grant funds received under LCFF must be spent in accordance with regulations adopted by the SBE.

2. Charter documents must now include additional descriptions of the educational program and pupil outcome sections that define annual goals for subgroup performance in applicable state priority areas, as specified, and align pupil outcomes to these priorities. Information should be consistent with how it is presented in the School Accountability Report Card.


3. A Local Control Accountability Plan shall be developed in accordance with a template adopted by the state board. Beginning July 1, 2015, the plan shall be reviewed and updated annually, including a budget to implement the actions described in the plan and submitted to, but not approved by, its authorizer. Charter schools shall engage the school community in the plan development and review process.

4. A charter school that fails to improve outcomes for three or more subgroups in three out of four consecutive years may receive technical assistance and intervention from its authorizer or a newly established California Collaborative for Educational Excellence (CCEE). If intervention is unsuccessful, as specified, the charter may be revoked without appeal.


5. The CCEE will advise and assist districts and charter schools in achieving the goals in their plans, and will include individuals, organizations and local education agencies with expertise and a record of success in improving education.

6. Many details of the plan development, review and monitoring requirements will be worked out in regulations to be adopted by the SBE.

FROM: CA Charter Schools Association, June 2013 “Charter School Accountability Plans Under the Local Control Funding Formula”

QUESTIONS?

local control accountability plans

Documents

base ratesupplemental

lcff different

local level

base rate9

state categoricals

local performance

lcff california

implementation of lcff