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IN IT IAL OVERVIEW
LOCAL CONTROL ACCOUNTABILITY PLANS
December 19, 2013
Presented By:
Mickey Porter
Asst. Supt.
Presentation prepared with templates and resources from Shasta County Office of Education, in conjunction with the CISC Accountability Subcommittee
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WHAT’S IN A NAME??
•L
•C
•A
•P
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• 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
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SUGGESTED NORMS FOR TODAY
1. Interrogate Reality
2. Provoke Learning
3. Tackle Tough Challenges
4. Enrich Relationships
Source: Fierce Conversations by Susan Scott
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RULES OF ENGAGEMENT
• Engage with electronics • Engage with each other when “group talk”• Engage with the content when “information dump”• Engage as a learner
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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
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WHAT DOES THIS INTERACTION LOOK LIKE IN YOUR DISTRICT??
Plans
FundsOutcomes
for Students
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EMPOWERMENT MODEL
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LCAP ELEMENTS
ACTIONS, SERVICES,AND EXPENDITURES
GOALS AND PROGRESS
INDICATORS
STAKEHOLDER ENGAGEMENT
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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
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Time Frames AB 1200 LCAP
January15-16, 2014 SBE Approves EL/LI/FY Guidelines
March 2014 3/15: 2nd Interim Report 3/12-3/13: SBE Approves LCAP Template
March – 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
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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
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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)]
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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.
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SECTION 1STAKEHOLDER ENGAGEMENT
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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
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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)]
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PARENT ADVISORY
Parent Advisory
Low Income
rep
Foster Youth
rep
English Learner
rep
EL Parent Advisory
15% ELs
At least 50 EL pupils
Pre-existing committees can be used if requirements are met: Parent Advisory Committee
ELAC/DELAC
Must
incl
ude
pare
nts
/guard
ians
that
meet
on
e o
r m
ore
of
these
cr
iteri
a
AND
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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.”
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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
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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
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Source: Thoughtstream “Five Criteria For Effective Stakeholder Engagement in Education” 2013
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STAKEHOLDER ENGAGEMENT PLAN
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SECTION 2GOALS AND PROGRESS INDICATORS
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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
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SUBGROUPS
Racial/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
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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……
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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.”
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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 Climate
7. Course Access
8. Other Student Outcomes
Groupings Key:
Conditions of Learning
Pupil Outcomes
Engagement
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• Priority 1: Basic Services
• Priority 2: Implementation of Content & Performance Standards
• Priority 7: Course Access
CONDITIONS OF LEARNING
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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
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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
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PRIORITY 2: IMPLEMENTATION OF CONTENT &
PERFORMANCE STANDARDS
English Language Development
Standards
Common Core State Standards
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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
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COMMON COREIMPLEMENTATION SUPPORTS
LINK: http://www.ccsesa.org/index/attachments/LeadPlanGuide_WEB.pdf
PRIORITY 2: IMPLEMENTATION OF CONTENT &
PERFORMANCE STANDARDS
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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
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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
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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
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• PRIORITY 4 : STUDENT ACHIEVEMENT
• PRIORITY 8: OTHER STUDENT OUTCOMES
PUPIL OUTCOMES
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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
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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
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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
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• 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
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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
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• Priority 3: Parent Involvement & Input
• Priority 5: Student Engagement
• Priority 6: School Climate
ENGAGEMENT
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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
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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
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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
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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
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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
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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
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LCAP SUGGESTED ACTIVITIES
December – 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.
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RESOURCES
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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) | [email protected]
• College/Career Readiness• Stephen Jackson (Career Dev) | [email protected]
• Coop• Gail Eagan (ESS) | [email protected]
• Cradle to Career• Dan Blake(ESS) | [email protected]
• Customized Support• Mickey Porter (ESS) | [email protected] • New Position (ESS) | TBA• Denise Calvert (Business) | [email protected] • Judy Thomson (Business) | [email protected]
• Data Assistance• Rick Phelan (ESS) | [email protected]
• Foster Youth• Debra Sanders (Alt Ed) | [email protected]
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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/
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NEXT STEPS/INPUT
• Feedback: https://www.surveymonkey.com/s/LCAP121913
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QUESTIONS?
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THANK YOU!