lcap survey april 2016.doc

8/17/2019 LCAP Survey April 2016.doc

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California Department of EducationExecutive OfficeSBE-002 (REV. 012011!

memo-exec-la""o-apr1#item01

MEMORANDUM

DATE: $pril 2%& 201#

TO: 'E'BERS& State Board of Education

FROM: S$))& California Department of Education

SUBJECT: Re"ult" of *ocal Control and $ccounta+ilit, lan emplate Rede"inSta/eolder Surve,

Purpose i" information memorandum provide" te California State Board of Education (SBE!it a "ummar, of re"ult" from a "ta/eolder "urve, underta/en +, te CaliforniaDepartment of Education (CDE! to inform te development of recommendation" for

revi"ion" to te *ocal Control and $ccounta+ilit, lan (*C$! emplate. CaliforniaEducation Code (EC ! Section 20#3(e! provide" te SBE it te opportunit, to adopta revi"ed *C$ template u"in it" reular meetin proce"" in accordance it teBale,-4eene Open 'eetin $ct& rater tan trou te reular rulema/in proce""for adoption of reulation". e SBE i" re5uired to pre"ent te *C$ template at areular meetin& and ta/e action to adopt te template at a "u+"e5uent meetin.Revi"ion" to te template mu"t +e approved +, 6anuar, 71 +efore te fi"cal ,ear durinic it i" to +e u"ed +, te *E$".

Summary of Key Issues

$" a /e, part of te implementation of te *ocal Control )undin )ormula (*C))!


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$" a /e, part of te implementation of te *ocal Control )undin )ormula (*C))!

memo-exe-la""o-apr1#item01ae 2 of 7

Buildin on te input received to date& te CDE conducted an online "urve, to aterfeed+ac/ from "ta/eolder" a+out potential area" of focu" in te *C$ revi"ion

proce"".

$" "ummari:ed +elo& te re"ult" of tat "urve, larel, reinforce te teme" tatemered from te "u+"tantial feed+ac/ received to date. $dditionall,& te "urve, re"ult"provided additional information a+out ere "taff "ould focu" in propo"in potentialrevi"ion" to te *C$ template and incorporatin feed+ac/ from practitioner" and oter"ta/eolder" over te next four mont" leadin up to te Septem+er 201# +oardmeetin.

& 201#& te CDE relea"ed a "urve, to te field to ater"ta/eolder input to inform te de"in of te next eneration *C$ template. e

"urve, a" availa+le from 'arc >82%& 201#& and received 91 re"pon"e".

Summary of Survey Resuls

Staff anal,"i" of te "urve, re"ult" revealed tree overarcin teme" or focu" area" for template revi"ion=

•


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memo-exe-la""o-apr1#item01ae 7 of 7

and leal reference" currentl, located trouout te template to an appendix or a"eparate document.

e !mprove$ !"sru#!o"s a"$ suppor teme emered from participant"A comment"trouout te "urve,. )or example& "urve, re"pon"e" related to template Section 1(Sta/eolder Enaement! re5ue"t clarification of te nece""it, for avin four differentfield" for de"cription" of te "ta/eolder enaement proce"". $dditionall,& re"pon"e"for Section 7 ("e of Supplemental and Concentration @rant fund" and roportionalit,!&re5ue"t tat additional uidance +e provided to a""i"t *E$" in under"tandin o tode"cri+e an increa"e or improvement in "ervice"& o to u"tif, te u"e of "upplemental

and concentration rant fund"& and o muc detail "ould +e included in te"ere"pon"e".

$ttacment 1 provide" a full report anal,:in "urve, re"ult". )or reference& te currentSBE-adopted *ocal Control and $ccounta+ilit, lan and $nnual pdate emplate i"included a" $ttacment 2.

Aa#&me"'s(

$ttacment 1= Summar, of Surve, Re"ult" to


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memo-exe-la""o-apr1#item01 $ttacment 1ae 1 of 1>

April 25, 2016

Results of the March 2016 LCAP Template Redesignur!e"

California #epartment of $ducation1%&0 ' treet

acramento, CA (5)1%


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Table of Contents

1 'TR#CT'77777777777777777777777777777777777777--------&

2 R8$9#$CRPT'77777777777777777777777777777-77777-7-----%

& R8$9PARTCPAT'7777777777777777777777777777-77777-77--5

% R8$9R$LT777777777777777777777777777777777777-77-7--5

%-1 Template ection 1* ta:eholder$ngagement7777777777777777777--76

%-1-1 ncreased transparenc" and userfriendliness77777777777777-7----6%-1-2 impli;ed and streamlined structure andlanguage7777777777777-6

%-1-& mpro!ed instructions andsupport7777777777777777777777--<

%-2 ection 2* =oals, Actions, $>penditures, and Progress


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Proportionalit"7777777777777777777777777777777---1&%-%-1 ncreased transparenc" and userfriendliness7777777777777777-1&%-%-2 impli;ed and streamlined structure andlanguage77777777777771&%-%-& mpro!ed instructions andsupport7777777777777777777777-15

%-5 !erarching?uestion7777777777777777777777777777777777-15

%-5-1 PlanAlignment77777777777777777777777777--77777-7--16%-5-2

Technolog"777777777777777777777777777777--77777-16%-5-&

ther7777777777777777777777777777777777777--7--1<

5 APP$'#@ A* R8$9

'TRM$'T7777777777777777777777777-77--1<


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1. Introduction

$4ecti!e +ul" 1, 201&, each local education agenc" L$AB in California has eenreuired on an annual asis to complete a Local Control and Accountailit" PlanLCAPB using the template adopted " the California tate Doard of $ducation D$B-

The LCAP is a strategic planning and sta:eholder engagement tool in Ehich L$Asaddress the priorities identi;ed " the stateFs landmar: Local Control undingormula LCB legislation-1 =i!en the signi;cance of the LCAP for the state, theCalifornia #epartment of $ducation C#$B recogniGes the importance of pro!idingL$As Eith an LCAP template that supports their Eor:, facilitates the engagement ofsta:eholders, and is an eas".to.use and e4ecti!e planning tool-

Currentl", local education agencies throughout the state of California are engagedin the de!elopment of their 2016.1< LCAP utiliGing the D$.appro!ed second.generation LCAP template, Ehich can e found athttp*HHEEE-cde-ca-go!HfgHaaHlcHdocumentsHlc4regulations-doc- Ihile this !ersion ofthe LCAP template is an impro!ement o!er its predecessor, the D$, Iest$d, and

C#$ ha!e solicited and recei!ed considerale feedac: from sta:eholders,practitioners, researchers, and ad!ocates o!er the past "ear suggestingmodi;cations and impro!ements- Researchers and ad!ocates ha!e also producedmore than a doGen reports or papers anal"Ging LCAPs, identif"ing challenges EithLCAP implementation, and o4ering recommendations for impro!ing the templateand local processes for de!eloping and adopting LCAPs- n part due to thisfeedac:, as part of the March 2016 D$ meeting, sta4 identi;ed a proposedtimeline for re!ising the LCAP

template for the 201


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memo-exe-la""o-apr1#item01 $ttacment 1ae of 1>

Emerging Themes

Anal"sis of sur!e" responses resulted in the identi;cation of three o!erarchingthemes or areas of concentration for template redesign*

1B ncreased transparenc" and user friendlinessK

2B impli;ed and streamlined structure and languageK and

&B mpro!ed instructions and support-

These themes are summariGed eloE and utiliGed throughout this report to framesuggestions and recommendations for each template section-

Increased transparency and user friendliness

Man" responses indicated that the template should e made more user.friendl" andeasier to understand, especiall" for parents, caregi!ers, and other sta:eholders-

This o!erarching and crosscutting suggestion also applies to the themes identi;edeloE regarding template structure and language as Eell as impro!ed instructions

and support- mpro!ing the o!erall ease of use and accessiilit" of the template isthe primar" imperati!e emerging from the results of this sur!e"-

Simplied and streamlined structure and language

f the three ma/or themes, the reuest to simplif" structure and language EasEidel" mentioned and addressed " respondents- ome of the more prominentconcrete suggestions Eithin this theme include mo!ing reference te>t to anaddendum, mo!ing the Annual pdate to the front of ection 2, and creating a

horiGontal la"out to place three "ears of planning on the same page-

Improved instructions and support

This third theme emerges from responses that either e>plicitl" or implicitl"


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memo-exe-la""o-apr1#item01 $ttacment 1ae # of 1>

5- Template ection &* se of upplemental and Concentration =rant unds andProportionalit"

6- Additional o!erarching commentsHsuggestions for the ne>t LCAP template notco!ered " the uestions ao!e

ur!e" ections 2 through 5 each as:ed tEo uestions- The ;rst uestion as:edrespondents to indicate the e>tent to Ehich the rele!ant section of the templateneeded re!isions- or this purpose, the folloEing Li:ert scale Eas utiliGed*

1- =reat As s

2- 'eeds Minimum Re!isions&- 'eeds Moderate Re!isions%- 'eeds Ma/or Re!isions

The second uestion in sur!e" parts 2 through 5 Eas open.endedK for thecorresponding portion of the template, respondents Eere as:ed, Ihat speci;c,actionale suggestions do "ou ha!e for impro!ementsN

n addition, sur!e" respondents Eere pro!ided the opportunit" in a ;naluestionHcomment o> to ma:e o!erarching suggestions to an" aspect of the LCAPtemplate or process-

Please refer to Appendi> A for a complete cop" of the sur!e" utiliGed-

. Survey !articipation

The sur!e" collected 5imatel" remaining 1%O identi;ed themsel!es as either parents


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%. Survey "esults

The description of sur!e"results that folloE Eerearri!ed at " organiGing theresponses into ma/or themes-

The comments Eithin eachtheme Eere then further

anal"Ged into closel" relatede>cerpts that formed the asisof the speci;c ;ndings discussed eloE- =reat care Eas ta:en to consider eachresponse gi!en to the sur!e"-

The discussion of results eloE folloEs the structure of the e>isting LCAP template-ection %-1 of this report descries the results for ection 1 ta:eholder$ngagementB- Results for ection 2 of the template =oals, Actions, $>penditures,and Progress ndicatorsB are presented eloE in ection %-2- ection %-& discusses

sur!e" results that address ection 2 of the template Annual pdateB- The sur!e"results for ection & of the template upplemental and Concentration =rant fundsand Proportionalit"B are pro!ided in ection %-% of the report- inall", responses tothe o!erarching uestion at the end of the sur!e" that are not alread" addressed inpre!ious sections of this report, are discussed-

%.1 Template Section 1& Sta'eholder Engagement

As illustrated " igure 1, 5


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memo-exe-la""o-apr1#item01 $ttacment 1ae % of 1>

%.1.2 Simplied and streamlined structure and language

• Consolidate or Reorder Rows

t Eas e>plicitl" suggested at least&5 times that the tEo roEs in thetale for descriing thein!ol!ement process and theimpact of sta:eholder engagementon the LCAP in ection 1 e merged or comined into one- Addressing the

sta:eholder engagement process for the de!elopment of the LCAP separatel" fromthe sta:eholder engagement process for de!elopment of the Annual pdate createsredundancies in the document- or e>ample, the ne>t three "ears of an LCAP as Eellas the Annual pdate are often discussed at the same sta:eholder meetings-Another suggestion Eas to ip the order of the roEs so that the Annual pdate roEis placed ;rst-

• ta)e!older *n+ol+ement

Respondents suggested pro!iding additional information aout the sta:eholderengagement process including information aout sta:eholders, impact of thesta:eholder process on the LCAP, and L$A accountailit" for the sta:eholderengagement process- peci;call", it Eas suggested that space e pro!ided toinclude information aout the di4erent sta:eholder groups, Ehen meetingsoccurred, and the numer or percentage of indi!iduals Eithin each sta:eholdergroup that participated- t Eas also suggested that the template elicit moreinformation aout the engagement process such that readers of the LCAP are ale

to connect sta:eholder input Eith LCAP actionsHimpact on students- ne commentsuggested a space e included in Ehich to indicate the length of time the draft LCAPEas made a!ailale to parentsHcaregi!ers and communit" memers for re!ieE-

“&ake it easier to read, improve layout, design.$ %"arent


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memo-exe-la""o-apr1#item01 $ttacment 1ae > of 1>

• .se of Narrati+e

nstead of ha!ing tEo separate columns to descrie the in!ol!ement process andthe impact of sta:eholder engagement on the LCAP, alloE for a narrati!e responsethat addresses oth elements in a single column-

• Remo+e /e0t.se

2ddendum

The most prominent comments inthis area reuested that some of the template te>t e remo!ed inorder to ma:e it more accessileto readers- t Eas recommendedthat the instructions, guidinguestions, and other legalreferences or citations e placed in a separate accompan"ing document or anappendi>- Another suggestion Eas to create a sidear that summariGes thisinformation- f this te>t remains, some commented that more de;nitions andclarif"ing language e included to pro!ide a complete reference for readers-

%.1. Improved instructions and support

• ta)e!older Engagement /able

There Eere &< responses that called for more guidance on hoE to complete thistale- ome of the comments simpl" reuest further clari;cation for the :ind ofinformation that elongs in each cell- ther comments reuest clari;cation on thedi4erence etEeen the tEo cells Eith the headings of n!ol!ement Process andmpact on LCAP and the tEo cells eneath them laeled as Annual pdate-ther comments called for further support on hoE L$As should est engage their

: h ld h l i f h l i; i h

Where the guiding 'uestions reference sections ofthe education code or C(( regulations, thetemplate should spell out key features of these

regulations rather than relying on districts to lookup these provisions.

%Individual from )tate evel *rgani+ation


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and &, e4ecti!el" reducing the LCAP to a one."ear plan that also includes someasic information or a summar" e>tending out tEo "ears-

• Place 2nnual .pdate at eginning of ection 3

t is recommended that the Annual pdate e placed at the eginning of ection 2,efore the goals- This Eould highlight the importance of using the Annual pdate toinform future goals-

• Remo+e /e0t.se

2ddendum

t Eas recommended thatinstructions, guiding uestions, andother legal references or citationscould e placed in a separateaccompan"ing document or an appendi>-

• Formatting;ayout

t Eas recommended that the folloEing re!isions e made to the ection 2 portionof the template to impro!e the formatting and la"out*

Ma:e template easier to edit and input informationKContinue heading of each goal on to the folloEing pages for that goalKMa:e it easier to add additional roEs for actions and ser!icesKAuto.numer goals, actions, and ser!ices for ease of reference throughout the

documentK

Change la"out of Pupils ser!ed7 o>- As this o> e>pands Eith an action, itcreates unused space- This Eould help reduce the o!erall siGe of the documentKAdd a tale of contents or inde> to the LCAPKse oo:mar:s in a P# !ersion to impro!e document na!igationK and

“The EdCode information makes the plan

longer and more difficult for the 5layperson5 tolocate the sections they are interested in.$

%Teacher


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• 9rgani6e /emplate 2round 2ctions

ne comment suggested that the template e organiGed around actions rather thangoals- n the current template, actions can e repeated across di4erent goals- t Eassuggested that it might e easier to understand if the format of the template Eereturned upside doEnK actions Eould e listed once and goals Eould e listed multipletimes under each action relating to the goal-

• 9rgani6e /emplate 2round /!ree Priority 2reas

Another comment on template organiGation recommended that it e organiGed

around the three state priorit" areas* Conditions of Learning, $ngagement, and Pupilutcomes- This Eould e4ecti!el" organiGe the template around the state priorities-

%.2.. Improved instructions and support

• udgeted E0penditures

=uidance Eas reuested regarding the information that should e included in theudgeted e>penditures column- Additional guidance Eas also sought on the

di4erence etEeen the column for actionsHser!ices and the column for udgetede>penditures- ome respondents indicated that, at a minimum, laels Eere neededin the udgeted e>penditures column to di4erentiate etEeen multiple dollaramounts entered into the same cell- Additional guidance Eas also reuested toaddress instances in Ehich an action or ser!ice Eith se!eral su.actions is fundedfrom more than one source-

• Repeating 2ctionser+ices

Respondents sought further clari;cation on hoE to a!oid doule.counting udgetede>penditures for actions or ser!ices that appl" to more than one goal Eithin thesame plan "ear to a!oid potential confusion Eith sta:eholders-


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templateFs intent to increase sta:eholder engagement- e!eral comments statedthat the Annual pdate ma" e accessile to educational professionals, ut not to

other sta:eholder groups- The order of the Annual pdate ection Eas also a factorthat lead to some confusion- ome comments focused on the !isual presentation ofthe Annual pdate-

Respondents o4ered man" suggestions to impro!e the transparenc" of thetemplate, Ehich are summariGed eloE-

%..2 Simplied and streamlined structure and language

• Place 2nnual .pdate at eginning of ection 3

i>t".three responses suggestedplacing the Annual pdateportion of the template at theeginning of ection 2 ratherthan at the end- Another 21

e>cerpts suggested incorporatingthe Annual pdate into the goalsportion of ection 2-

• Remo+al of /e0t

Man" comments reuested the remo!al of the directions and possil" includingthem in a separate appendi>- t Eas also remar:ed that the cope of er!ice coulde included /ust once and then suseuentl" remo!ed-

•


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• 2ctionA9utcome Connection

Respondents noted that it Eould e helpful toha!e a Ea" to indicate associations etEeenoutcomes and indi!idual actions or ser!ices-

• =iBerent ColumnHeader 2rrangement

e!eral alternati!es for ordering categories of information Eere o4ered in the form of neEcolumn or heading arrangements- or e>ample, one comment suggests changing to

an outline form Eith no o>es or orders- Another comment o4ers the folloEingorder of se!en columns across the page for the Annual pdate*

Metric, $>pected Annual Measurale utcomes, Actual AnnualMeasurale utcomes, Planned ActionsHer!ices, Dudgeted$>penditures, Actual ActionsHer!ices, Actual Annual $>penditures-

• =ata Entry

e!eral speci;c suggestions Eere made aout entering data into the Annualpdate- The use of the template Eould e made easier if some ;elds Eouldprepopulate ased upon prior input- or e>ample, se!eral comments e>pressed aEish to ha!e the actions and ser!ices in the Annual pdate automaticall"prepopulate ased on the actions and ser!ices entered in "ear 1 of the pre!iousLCAP- The use of tales and graphs Eould impro!e data entr"- t Eas also e>pressedthat the reuired data is not alEa"s a!ailale to enter-

• tudents er+ed

ne comment stated that the o>es in Ehich students ser!ed are indicated areredundant- Ihile the students ser!ed o> in the left.hand column pro!ides neE

“This 3!nnual 0pdate4 is one ofthe best things in the report thatreally tells the story of what isgoing on in the district and the

progress that is occurring.$ %!dministrator


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e4ecti!eness of an action or ser!ice efore completing one full "ear ofimplementation is challenging- Additionall", there Eere uestions aout the

appropriate place in the template to include the assessment of the e4ecti!eness ofthe actions and ser!ices-

• udget =etail

urther clari;cation Eas sought on the le!el of information to include in udgetedand actual e>penditures Eithin the Annual pdate- Ihat should e included inestimated actual e>pendituresN

%.% Section & ,se of Supplemental and Concentration (rantfunds and !roportionality

As illustrated " igure % eloE, aslim ma/orit" of respondentsindicated that ection & Eas eithergreat as is or needs minimumre!isions-

%.%.1 Increasedtransparency and userfriendliness

n contrast to the data pro!ided "igure %, narrati!e responses forection & of the template indicatethat it is percei!ed as not eing

readil" understood and usale "most sta:eholders- This sectionEas most often descried as the least understandale to the general pulic-uggestions for impro!ing the templateFs accessiilit" and transparenc" are

Figure : Percent & Number of Responses to "How would you classify ection > of t!e template" #Percent of total

#$%1 responses' 13( no response'


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memo-exe-la""o-apr1#item01 $ttacment 1ae 1# of 1>

2 is that it Eould pro!ide for a more detailed description of actions and ser!icesthan Ehat is currentl" pro!ided in &-A- This Eould reuire a Ea" to indicate, in

ection 2, Ehich actions and ser!ices Eere principall" directed toEards the needs of unduplicated pupils-

• upplemental and Concentration ,rant Funds

The folloEing recommendations Eere made regarding the information pro!idedaout supplemental and concentration grant funds*

o nclude a Ea" to distinguish etEeen supplemental and concentration

grant funds- 'ot all districts that recei!e supplemental grant funds alsorecei!e concentration grant funds- t might help to impro!e transparenc"" indicating hoE much of the funds are supplemental and hoE much, ifan", are due to a concentration of unduplicated pupilsK

o n addition to the information in ection &, also indicate the use ofsupplemental and concentration grant funds in ection 2- nclude area:doEn of e>penditures funded through supplemental andconcentration grant funds in ection & and pro!ide lin:s from fund

amounts in ection & ac: to the rele!ant actions in ection 2K ando Pro!ide functionalit" to sum e>penditures of supplemental and

concentration grant funds and pro!ide the total in ection &-

• .se of /ables and C!arts

Reuests Eere made for the use of tales and charts throughout the LCAP template-n ection &, reuests for a tale Eere made in order to pro!ide the functionalit" tolist and total di4erent e>penditures as a Ea" of descriing hoE funds Eere eing

spent- Respondents also Eould li:e the ailit" to displa" charts and other graphicsin &-A and &-D in order to help impro!e sta:eholder access to information in theLCAP-


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• Remo+e /e0t.se 2ddendum

Remo!e instructions and the appendi> of de;nitions- Possil" include them in aseparate addendum or accompan"ing document- Q"perlin:s could e pro!ided tothe additional information-

%.%. Improved instructions and support

• =istrict @ide pending and t of the reuirement to shoE that ser!ices for unduplicated pupils ha!e eenincreased or impro!ed o!er and ao!e ser!ices pro!ided to all students-

• How to 2ssess -uality

urther clari;cation Eas reuested for hoE est to assess the ualit" of ser!ices inorder to address the e>tent to Ehich ser!ices ha!e een impro!ed-

• *ncreased or *mpro+ed er+ices

urther clari;cation is sought on the meaning of increased or impro!ed-

• *nstructions and E0amples

Respondents reuested e>amples of model descriptions for &-A and &-D as Eell asclear and speci;c instructions-

• entence Frames and ,uiding -uestions


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&- ther-

%.-.1 !lan *lignment

Man" comments indicated that aligning and consolidating the !arious plans reuiredof L$As and schools Eould increase the e3cient use of L$A resources- peci;call",respondents Eould li:e the LCAP and L$AP Local $ducational Agenc" Plan reuiredfor $$A and noE $A purposesB to e aligned into one document- t Eas alsoreuested that the PA ingle Plan for tudent Achie!ementB e included in thisalignment and consolidation e!en though it is not a district le!el plan- Respondents

e>plained that these plans utiliGe much of the same information and address similargoals- The onl" uali;cation to this reuest for some respondents Eas that count"o3ces of education not e placed in the role of appro!ing L$APs- Currentl", thetate Doard of $ducation appro!es L$APs-

%.-.2 Technology

n addition to reuests for additional form functionalit" i-e- drop.doEn lists, etc-B

and prepopulating data, alread" discussed ao!e, responses also includedsuggestions for etter technolog" support options- Respondents Eould li:e the LCAPeTemplate to pro!ide automaticall" generated summaries or a dashoard ofinformation that Eould help readers of the LCAP access highlights and importantdata Eithin the LCAP- t Eas also suggested that the eTemplate undergo signi;cantgraphic design upgrades including progressi!e la"ers of lin:s to more detailedinformation that could e optionall" accessed " a reader- ne comment noted thatit Eould e helpful if an L$A could upload a C8 Comma eparated 8aluesB ;le or

other raE data ;le format in order to support the mo!ement of data across s"stems-Another comment suggested that the LCAP should e pro!ided onl" as aneTemplate and should e ele!ated to a roust Ee.ased en!ironment in EhichL$As Eould Eor: "ear round- uch an en!ironment could pro!ide multiple users Eith


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-. *ppendi+ *& Survey Instrument

)o#al Co"rol a"$ A##ou"a*!l!y Pla" Templae

Rev!e+ a"$ Fee$*a#, Survey

Ielcome This sur!e" site ser!es to collect "our suggestions for the forthcomingredesign of the Local Control and Accountailit" Plan LCAPB templateK the survey

0ill remain open until -& ! on arch 2-) 213. The information "ou pro!ide in this sur!e" Eill help guide the redesign of the ne>tgeneration LCAP template, Ehich the tate Doard of $ducation anticipates adoptingat its eptemer 2016 meeting for use in the 201


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,. &"at s#eciic' actiona(le suggestions do you "a)e or im#ro)ements to !ection 2: -oals'

Actions' E#enditures' and /rogress 0ndicators$

. How would you classiy t"e Annual #date !ection o t"e tem#late$o =reat as iso 'eeds minor re!isionso 'eeds moderate re!isionso 'eeds ma/or re!isions

1. &"at s#eciic' actiona(le suggestions do you "a)e or im#ro)ements to t"e Annual

#date !ection$

11. How would you classiy !ection 3 o t"e tem#late$

o =reat as iso 'eeds minor re!isionso 'eeds moderate re!isionso 'eeds ma/or re!isions

12. &"at s#eciic' actiona(le suggestions do you "a)e or im#ro)ements to !ection 3: se o !u##lemental and oncentration -rant unds and /ro#ortionality$

13. /lease #ro)ide any additional o)erarc"ing comments6suggestions or t"e net 7A/

tem#late not co)ered (y t"e 8uestions a(o)e


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Introduction&

:E*& ????????????????????????? Contact 7#ame) Title) Email) !hone #umber9&??????????????????????????????????:C*! @ear&?????????

Local Control and Accountability Plan and Annual Update Template

/!e ;ocal Control and 2ccountability Plan #;C2P and 2nnual .pdate /emplate s!all be used to pro+ide detailsregarding local educational agenciesD #;E2s actions and e0penditures to support pupil outcomes and o+erall performance pursuant to Education Code sections $347 $3447 %4$7 %4$'$7 and %44'$' /!e ;C2P and 2nnual .pdate /emplate must be completed by all ;E2s eac! year'

For sc!ool districts7 pursuant to Education Code section $347 t!e ;C2P must describe7 for t!e sc!ool district andeac! sc!ool wit!in t!e district7 goals and specic actions to ac!ie+e t!ose goals for all pupils and eac! subgroup of pupils identied in Education Code section $3$37 including pupils wit! disabilities7 for eac! of t!e state prioritiesand any locally identied priorities'

For county oGces of education7 pursuant to Education Code section $3447 t!e ;C2P must describe7 for eac! county oGce of educationAoperated sc!ool and program7 goals and specic actions to ac!ie+e t!ose goals for all pupils andeac! subgroup of pupils identied in Education Code section $3$37 including pupils wit! disabilities7 w!o arefunded t!roug! t!e county oGce of education ;ocal Control Funding Formula as identied in Education Code section3$% #pupils attending u+enile court sc!ools7 on probation or parole7 or mandatorily e0pelled for eac! of t!e state priorities and any locally identied priorities' c!ool districts and county oGces of education may additionallycoordinate and describe in t!eir ;C2Ps ser+ices pro+ided to pupils funded by a sc!ool district but attending countyAoperated sc!ools and programs7 including special education programs'

C!arter sc!ools7 pursuant to Education Code sections %4$7 %4$'$7 and %44'$7 must describe goals and

specic actions to ac!ie+e t!ose goals for all pupils and eac! subgroup of pupils identied in Education Code section$3$37 including pupils wit! disabilities7 for eac! of t!e state priorities as applicable and any locally identied priorities' For c!arter sc!ools7 t!e inclusion and description of goals for state priorities in t!e ;C2P may be modiedto meet t!e grade le+els ser+ed and t!e nature of t!e programs pro+ided7 including modications to reIect only t!estatutory reJuirements e0plicitly applicable to c!arter sc!ools in t!e Education Code'

/!e ;C2P is intended to be a compre!ensi+e planning tool' 2ccordingly7 in de+eloping goals7 specic actions7 ande0penditures7 ;E2s s!ould carefully consider !ow to reIect t!e ser+ices and related e0penses for t!eir basicinstructional program in relations!ip to t!e state priorities' ;E2s may reference and describe actions ande0penditures in ot!er plans and funded by a +ariety of ot!er fund sources w!en detailing goals7 actions7 and

201# #=21 $'


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e0penditures related to t!e state and local priorities' ;C2Ps must be consistent wit! sc!ool plans submitted pursuant to Education Code section 41' /!e information contained in t!e ;C2P7 or annual update7 may besupplemented by information contained in ot!er plans #including t!e ;E2 plan pursuant to ection 1113 of ubpart 1of Part 2 of /itle * of Public ;aw 1%A11 t!at are incorporated or referenced as rele+ant in t!is document'

For eac! section of t!e template7 ;E2s s!all comply wit! instructions and s!ould use t!e guiding Juestions as prompts #but not limits for completing t!e information as reJuired by statute' ,uiding Juestions do not reJuireseparate narrati+e responses' Howe+er7 t!e narrati+e response and goals and actions s!ould demonstrate eac!guiding Juestion was considered during t!e de+elopment of t!e plan' =ata referenced in t!e ;C2P must beconsistent wit! t!e sc!ool accountability report card w!ere appropriate' ;E2s may resi6e pages or attac! additional pages as necessary to facilitate completion of t!e ;C2P'

State Priorities

/!e state priorities listed in Education Code sections $34 and $344 can be categori6ed as specied below for planning purposes7 !owe+er7 sc!ool districts and county oGces of education must address eac! of t!e state priorities in t!eir ;C2P' C!arter sc!ools must address t!e priorities in Education Code section $34#d t!at apply tot!e grade le+els ser+ed7 or t!e nature of t!e program operated7 by t!e c!arter sc!ool'

A Conditions of Learnin!:

"asic: degree to w!ic! teac!ers are appropriately assigned pursuant to Education Code section 3$K'?7 and fullycredentialed in t!e subect areas and for t!e pupils t!ey are teac!ingL pupils !a+e access to standardsAalignedinstructional materials pursuant to Education Code section 411?L and sc!ool facilities are maintained in good repair pursuant to Education Code section 1%3#d' #Priority 1

Implementation of State Standards: implementation of academic content and performance standards and

Englis! language de+elopment standards adopted by t!e state board for all pupils7 including Englis! learners'#Priority 3

Course access: pupil enrollment in a broad course of study t!at includes all of t!e subect areas described inEducation Code section $131 and subdi+isions #a to #i7 inclusi+e7 of ection $1337 as applicable' #Priority %

#$pelled pupils %for county o&ces of education only': coordination of instruction of e0pelled pupils pursuantto Education Code section K?34' #Priority ?

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(oster yout) %for county o&ces of education only': coordination of ser+ices7 including wor)ing wit! t!e county c!ild welfare agency to s!are information7 responding to t!e needs of t!e u+enile court system7 and ensuringtransfer of !ealt! and education records' #Priority 1

" Pupil *utcomes:

Pupil ac)ie+ement: performance on standardi6ed tests7 score on 2cademic Performance *nde07 s!are of pupilst!at are college and career ready7 s!are of Englis! learners t!at become Englis! procient7 Englis! learnerreclassication rate7 s!are of pupils t!at pass 2d+anced Placement e0ams wit! > or !ig!er7 s!are of pupilsdetermined prepared for college by t!e Early 2ssessment Program' #Priority

*t)er pupil outcomes: pupil outcomes in t!e subect areas described in Education Code section $131 and

subdi+isions #a to #i7 inclusi+e7 of Education Code section $1337 as applicable' #Priority K

C #n!a!ement:

Parental in+ol+ement: eBorts to see) parent input in decision ma)ing at t!e district and eac! sc!oolsite7 promotion of parent participation in programs for unduplicated pupils and special need subgroups' #Priority >

Pupil en!a!ement: sc!ool attendance rates7 c!ronic absenteeism rates7 middle sc!ool dropout rates7 !ig! sc!ooldropout rates7 !ig! sc!ool graduations rates' #Priority $

Sc)ool climate: pupil suspension rates7 pupil e0pulsion rates7 ot!er local measures including sur+eys of pupils7 parents and teac!ers on t!e sense of safety and sc!ool connectedness' #Priority 4

Section 1& Sta'eholder Engagement


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section %44'$ species t!e minimum reJuirements for c!arter sc!ools' *n addition7 Education Code section K?K$

species t!e reJuirements for translation of documents'

Instructions& #escrie the process used to consult Eith parents, pupils, school personnel, local argaining units as

applicale, and the communit" and hoE this consultation contriuted to de!elopment of the LCAP or annual update-'ote that the L$AFs goals, actions, ser!ices and e>penditures related to the state priorit" of parental in!ol!ement are

to e descried separatel" in ection 2- n the annual update o>es, descrie the sta:eholder in!ol!ement process

for the re!ieE, and descrie its impact on, the de!elopment of the annual update to LCAP goals, actions, ser!ices,

and e>penditures-

(uiding /uestions&

1B QoE ha!e applicale sta:eholders e-g-, parents and pupils, including parents of unduplicated pupils and

unduplicated pupils identi;ed in $ducation Code section %22&)-01K communit" memersK local argaining

unitsK L$A personnelK count" child Eelfare agenciesK count" o3ce of education foster "outh ser!icesprograms, court.appointed special ad!ocates, and other foster "outh sta:eholdersK communit" organiGations

representing $nglish learnersK and others as appropriateB een engaged and in!ol!ed in de!eloping,

re!ieEing, and supporting implementation of the LCAPN2B QoE ha!e sta:eholders een included in the L$AFs process in a timel" manner to alloE for engagement in the

de!elopment of the LCAPN&B Ihat information e-g-, uantitati!e and ualitati!e dataHmetricsB Eas made a!ailale to sta:eholders related

to the state priorities and used " the L$A to inform the LCAP goal setting processN QoE Eas the information

made a!ailaleN%B Ihat changes, if an", Eere made in the LCAP prior to adoption as a result of Eritten comments or other

feedac: recei!ed " the L$A through an" of the L$AFs engagement processesN5B Ihat speci;c actions Eere ta:en to meet statutor" reuirements for sta:eholder engagement pursuant to

$ducation Code sections 52062, 5206), and %


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memo-exe-la""o-apr1#item01 $ttacment 2ae # of 1#

applicale e-g-, schoolsite councils, $nglish Learner Ad!isor" Councils, pupil ad!isor" groups, etc-B to facilitate

alignment etEeen school.site and district.le!el goals and actions- An L$A ma" incorporate or reference actions

descried in other plans that are eing underta:en to meet the goal-

,sing the follo0ing instructions and guiding Auestions) complete a goal table 7see belo09 for each ofthe :E*Bs goals. Duplicate and e+pand the elds as necessary.

(oal& #escrie the goal*

Ihen completing the goal tales, include goals for all pupils and speci;c goals for schoolsites and speci;c

sugroups, including pupils Eith disailities, oth at the L$A le!el and, Ehere applicale, at the schoolsite

le!el- The L$A ma" identif" Ehich schoolsites and sugroups ha!e the same goals, and group and descrie

those goals together- The L$A ma" also indicate those goals that are not applicale to a speci;c sugroup or

schoolsite-

"elated State and;or :ocal !riorities& dentif" the state andHor local priorities addressed " the goal " placing a

chec: mar: ne>t to the applicale priorit" or priorities- The LCAP must include goals that address each of the state

priorities, as de;ned in 5 CCR 15%(5iB, and an" additional local prioritiesK hoEe!er, one goal ma" address multiple

priorities-

Identied #eed& #escrie the needsB identi;ed " the L$A that this goal addresses, including a description of the

supporting data used to identif" the needsB-

Schools& dentif" the schoolsites to Ehich the goal applies- L$As ma" indicate all for all schools, specif" an

indi!idual school or a suset of schools, or specif" grade spans e-g-, all high schools or grades S.5B-

*pplicable !upil Subgroups& dentif" the pupil sugroups as de;ned in $ducation Code section 52052 to Ehich

the goal applies, or indicate all for all pupils-

E+pected *nnual easurable utcomes* or each LCAP "ear, identif" and descrie speci;c e>pected

measurale outcomes for all pupils using, at minimum, the applicale reuired metrics for the related state

priorities- Ihere applicale, include descriptions of speci;c e>pected measurale outcomes for schoolsites and

speci;c sugroups, including pupils Eith disailities, oth at the L$A le!el and at the schoolsite le!el-

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The metrics used to descrie the e>pected measurale outcomes ma" e uantitati!e or ualitati!e, although

the goal tales must address all reuired metrics for e!er" state priorit" in each LCAP "ear- The reuired

metrics are the speci;ed measures and o/ecti!es for each state priorit" as set forth in $ducation Code

sections 52060dB and 52066dB- or the pupil engagement priorit" metrics, L$As must calculate the rates

speci;ed in $ducation Code sections 52060dB5BDB, CB, #B and $B as descried in the Local ControlAccountailit" Plan and Annual pdate Template Appendi>, sections aB through dB-

*ctions;Services& or each LCAP "ear, identif" all annual actions to e performed and ser!ices pro!ided to meet

the descried goal- Actions ma" descrie a group of ser!ices that are implemented to achie!e the identi;ed goal-

Scope of Service& #escrie the scope of each actionHser!ice " identif"ing the schoolsites co!ered- L$As ma"

indicate all for all schools, specif" an indi!idual school or a suset of schools, or specif" grade spans e-g-, all high

schools or grades S.5B- f supplemental and concentration funds are used to support the actionHser!ice, the L$A

must identif" if the scope of ser!ice is districtEide, schoolEide, count"Eide, or charterEide-

!upils to be served 0ithin identied scope of service* or each actionHser!ice, identif" the pupils to e ser!ed

Eithin the identi;ed scope of ser!ice- f the action to e performed or the ser!ice to e pro!ided is for all pupils,

place a chec: mar: ne>t to ALL-

or each action andHor ser!ice to e pro!ided ao!e Ehat is eing pro!ided for all pupils, place a chec: mar:ne>t to the applicale unduplicated pupil sugroupsB andHor other pupil sugroupsB that Eill ene;t from theadditional action, andHor Eill recei!e the additional ser!ice- dentif", as applicale, additional actions andser!ices for unduplicated pupil sugroupsB as de;ned in $ducation Code section %22&)-01, pupilsredesignated uent $nglish pro;cient, andHor pupils sugroupsB as de;ned in $ducation Code section 52052-

udgeted E+penditures& or each actionHser!ice, list and descrie udgeted e>penditures for each school "ear to

implement these actions, including Ehere those e>penditures can e found in the L$AFs udget- The L$A must

reference all fund sources for each proposed e>penditure- $>penditures must e classi;ed using the California

chool Accounting Manual as reuired " $ducation Code sections 52061, 5206


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memo-exe-la""o-apr1#item01 $ttacment 2ae % of 1#

1B Ihat are the L$AFs goalsB to address state priorities related to Conditions of LearningN2B Ihat are the L$AFs goalsB to address state priorities related to Pupil utcomesN&B Ihat are the L$AFs goalsB to address state priorities related to parent and pupil $ngagement e-g-, parent

in!ol!ement, pupil engagement, and school climateBN

%B Ihat are the L$AFs goalsB to address an" locall".identi;ed prioritiesN5B QoE ha!e the uniue needs of indi!idual schoolsites een e!aluated to inform the de!elopment of meaningful

district andHor indi!idual schoolsite goals e-g-, input from site le!el ad!isor" groups, sta4, parents,

communit", pupilsK re!ieE of school le!el plansK in.depth school le!el data anal"sis, etc-BN6B Ihat are the uniue goals for unduplicated pupils as de;ned in $ducation Code sections %22&)-01 and

sugroups as de;ned in section 52052 that are di4erent from the L$AFs goals for all pupilsNpected measurale outcomes associated Eith each of the goals annuall" and o!er the

term of the LCAPN)B Ihat information e-g-, uantitati!e and ualitati!e dataHmetricsB Eas consideredHre!ieEed to de!elop goals

to address each state or local priorit"N

(B Ihat information Eas consideredHre!ieEed for indi!idual schoolsitesN10B Ihat information Eas consideredHre!ieEed for sugroups identi;ed in $ducation Code section 52052N11B Ihat actionsHser!ices Eill e pro!ided to all pupils, to sugroups of pupils identi;ed pursuant to

$ducation Code section 52052, to speci;c schoolsites, to $nglish learners, to loE.income pupils, andHor to

foster "outh to achie!e goals identi;ed in the LCAPN12B QoE do these actionsHser!ices lin: to identi;ed goals and e>pected measurale outcomesN1&B Ihat e>penditures support changes to actionsHser!ices as a result of the goal identi;edN Ihere can

these e>penditures e found in the L$AFs udgetN

@O$*=

Related State andor *ocal rioritie"=

1 2 7 3 # 9 %

COE onl,= > 10

*ocal = Specif,


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memo-exe-la""o-apr1#item01 $ttacment 2ae > of 1#

Expected $nnual'ea"ura+leOutcome"=

$ction"Service"Scope of

Serviceupil" to +e "erved itin identified "cope of "ervice

Budeted

Expenditure" $**

OR= *o


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$**

OR=

*o


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OR= *o amined to re!ieE progress toEard

goals in the annual updateN5B Ihat progress has een achie!ed toEard the goal and e>pected measurale outcomesBN QoE e4ecti!e Eere

the actions and ser!ices in ma:ing progress toEard the goalN Ihat changes to goals, actions, ser!ices, and

e>penditures are eing made in the LCAP as a result of the re!ieE of progress and assessment of the

e4ecti!eness of the actions and ser!icesN6B Ihat di4erences are there etEeen udgeted e>penditures and estimated actual annual e>pendituresN Ihat

Eere the reasons for an" di4erencesN

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Complee a #opy of &!s a*le for ea#& of &e )EA1s %oals !" &e pr!or year )CAP2 Dupl!#ae a"$ e3pa"$ &e f!el$s as"e#essary2

Oriinal @O$*from prior

,ear *C$=

Related State andor *ocal rioritie"=

1 2 7 3 # 9 %

COE onl,= > 10

*ocal = Specif,

@oal $pplie" to=Scool"=

$pplica+le upil Su+roup"=

Expected $nnual

'ea"ura+leOutcome"=

$ctual $nnual

'ea"ura+leOutcome"=

)CAP -ear = xxxx-xx

lanned $ction"Service" $ctual $ction"Service"

BudetedExpenditure"

E"timated $ctual $nnualExpenditure"

Scope of"ervice=

Scope of"ervice=

$** $**

OR= *o


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Scope of"ervice=

Scope of"ervice=

$** $**OR=

*o eloE, identif" the amount of funds in the LCAP "ear calculated on the asis of the numer and

concentration of loE income, foster "outh, and $nglish learner pupils as determined pursuant to 5 CCR

15%(6aB5B-

#escrie hoE the L$A is e>pending these funds in the LCAP "ear- nclude a description of, and /usti;cation for,the use of an" funds in a districtEide, schoolEide, count"Eide, or charterEide manner as speci;ed in 5 CCR

15%(6-

or school districts Eith eloE 55 percent of enrollment of unduplicated pupils in the district or eloE %0

percent of enrollment of unduplicated pupils at a schoolsite in the LCAP "ear, Ehen using supplemental and

concentration funds in a districtEide or schoolEide manner, the school district must additionall" descrie hoE

the ser!ices pro!ided are the most e4ecti!e use of funds to meet the districtFs goals for unduplicated pupils in

the state and an" local priorit" areas- ee 5 CCR 15%(6B for guidance-B

201# #=21 $'


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Total amount of upplemental and Concentration grant funds UUUUUUUUUUUUUUUUUUUUUUUUUUUUU

D- n the o> eloE, identif" the percentage " Ehich ser!ices for unduplicated pupils must e increased or

impro!ed as compared to the ser!ices pro!ided to all pupils in the LCAP "ear as calculated pursuant to 5 CCR

15%(6aB-

Consistent Eith the reuirements of 5 CCR 15%(6, demonstrate hoE the ser!ices pro!ided in the LCAP "ear

for loE income pupils, foster "outh, and $nglish learners pro!ide for increased or impro!ed ser!ices for these

pupils in proportion to the increase in funding pro!ided for such pupils in that "ear as calculated pursuant to 5

CCR 15%(6aB


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(a! HCronic a+"enteei"m rateI "all +e calculated a" follo"=

(1! e num+er of pupil" it a primar,& "econdar,& or "ort-term enrollment durin te academic ,ear (6ul, 1 8 6une 70! oare cronicall, a+"ent ere Hcronic a+"enteeI mean" a pupil o i" a+"ent 10 percent or more of te "coolda," in te"cool ,ear en te total num+er of da," a pupil i" a+"ent i" divided +, te total num+er of da," te pupil i" enrolled and"cool a" actuall, taut in te total num+er of da," te pupil i" enrolled and "cool a" actuall, taut in te reularda, "cool" of te di"trict& exclu"ive of Saturda," and Sunda,".

(2! e unduplicated count of pupil" it a primar,& "econdar,& or "ort-term enrollment durin te academic ,ear (6ul, 1 86une 70!.

(7! Divide (1! +, (2!.

(+! H'iddle Scool dropout rateI "all +e calculated a" "et fort in California Code of Reulation"& title & "ection 107>.1.

(c! HJi "cool dropout rateI "all +e calculated a" follo"=

(1! e num+er of coort mem+er" o dropout +, te end of ,ear 3 in te coort ere HcoortI i" defined a" te num+er of fir"t-time rade > pupil" in ,ear 1 ("tartin coort! plu" pupil" o tran"fer in& minu" pupil" o tran"fer out& emirate& ordie durin "cool ,ear" 1& 2& 7& and 3.

(2! e total num+er of coort mem+er".

(7! Divide (1! +, (2!.

(d! HJi "cool raduation rateI "all +e calculated a" follo"=

(1! e num+er of coort mem+er" o earned a reular i "cool diploma Kor earned an adult education i "cooldiploma or pa""ed te California Ji Scool roficienc, ExamL +, te end of ,ear 3 in te coort ere HcoortI i"defined a" te num+er of fir"t-time rade > pupil" in ,ear 1 ("tartin coort! plu" pupil" o tran"fer in& minu" pupil" otran"fer out& emirate& or die durin "cool ,ear" 1& 2& 7& and 3.

(2! e total num+er of coort mem+er".

(7! Divide (1! +, (2!.

201# #=21 $'


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memo-exe-la""o-apr1#item01 $ttacment 2ae 1# of 1#

(e! HSu"pen"ion rateI "all +e calculated a" follo"=

(1! e unduplicated count of pupil" involved in one or more incident" for ic te pupil a" "u"pended durin te academic,ear (6ul, 1 8 6une 70!.


(7! Divide (1! +, (2!.

(f! HExpul"ion rateI "all +e calculated a" follo"=

(1! e unduplicated count of pupil" involved in one or more incident" for ic te pupil a" expelled durin te academic,ear (6ul, 1 8 6une 70!.


(7! Divide (1! +, (2!.

01-17-1 KCalifornia Department of EducationL

201# #=21 $'

lcap survey april 2016.doc

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