LOCAL CONTROL
ACCOUNTABILITY PLANS
INITIAL OVERVIEW
December 19, 2013
Presentation prepared with templates and resources from Shasta County Office of Education,
in conjunction with the CISC Accountability Subcommittee
Presented
By:
Mickey
Porter
Asst.
Supt.
WHAT’S IN A NAME??
•L
•C
•A
•P
• Language and Cultural Access
Program
• Licking County Aging Program
• Lawn Care Association of
Pennsylvania
• Leaving Certificate Applied
Programme
• Lung Cancer Associated Protein
• Loosely Coupled Array of
Processors
• London Coalition Against
Pesticides
• Literacy Curriculum Alignment
Project
• Library Cache Auditing Protocol
• Landfill Closure Assistance Program
• Low Combat Air Patrol
• Land Conservation in Asia and the
Pacific
• Libraries Cooperative Automated
Project
• Lilac Crowned Amazon Parrot
• Logistics Civil Augmentation
Program
SUGGESTED NORMS FOR TODAY
1. Interrogate Reality
2. Provoke Learning
3. Tackle Tough Challenges
4. Enrich Relationships
Source: Fierce Conversations by Susan Scott
RULES OF ENGAGEMENT
• Engage with
electronics
• Engage with each
other when “group
talk”
• Engage with the
content when
“information dump”
• Engage as a learner
PLAN FOR TODAY
1. Brief Overview of DRAFT LCAP
• Section 1: Stakeholder Engagement
• Stakeholder Engagement Ideas
• Section 2: Goals and Progress Indicators
• Classification of Students
• Review the 8 State Priorities
2. Ties to Other Plans
3. LCAP Adoption Process
4. Suggested Actions
WHAT DOES THIS INTERACTION LOOK LIKE
IN YOUR DISTRICT??
Plans
Outcomes
for Students
Funds
C-4
MODEL
To EMPOWERMENT
Act Differently We Must Think
Differently
© 2013 School Services of California, Inc.
Old System
State of California
New System
Community Involvement
Policy
Funding
Program Rules
Local Board Implementation
Local Board Sets Policy
State Provides Funding
Local Board
Empowers Schools
Results Reported
to Public
Board Revises
Policy
Focus on
Students
School Site Performance
Audits and Compliance Reviews
Compliance Model
Student
Achievement
Empowerment Model
LCAP ELEMENTS
STAKEHOLDER
ENGAGEMENT
GOALS AND PROGRESS
INDICATORS
ACTIONS, SERVICES,
AND EXPENDITURES
LCAP TIMELINE
01.31.14
03.31.14
06.30.14
10.01.15
SBE
Regulations
SBE
Template
LEAs Adopt
LCAP
(intro to SBE in Jan)
SBE Rubrics
3 year plan, updated annually, effective 2014-15
AB 1200 & LCAP
Time Frames
AB 1200
January15-16, 2014
March 2014
March – April 2014
LCAP
SBE Approves EL/LI/FY
Guidelines
3/15: 2nd Interim Report
LCFF does not change
timelines under the
AB 1200 fiscal oversight
process.
3/12-3/13: SBE Approves
LCAP Template
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
TIMELINE
COUNTY SUPERINTENDENT PROCESS AND TIMELINE TO REVIEW
AND APPROVE DISTRICT BUDGETS AND LCAPS
(no later than)
July 1
Budget Action
LCAP Action
Transmit adopted budget to county
superintendent
Adopt LCAP
July 6
August 15
August 30
(or within 15 days of
receiving written response)
Transmit adopted LCAP to county
superintendent
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
LEA shall provide written response to county
superintendent
September 15
(or within 15 days of
receiving LEA response)
County superintendent may submit written
recommendations to amend the LCAP
September 30
(or within 15 days of
receiving written
recommendations)
LEA must consider county superintendents
recommendations at a public hearing
October 8
County superintendent shall approve LCAP if
conditions for approval are met
LEA PLANS
• The LCAP template will be developed in a manner
that meets both the LCAP requirements and the
federal requirements.
• The SBE will take steps to minimize duplication of
effort at the local level to the greatest extent
possible. [EC Section 52064]
• LEAs in Program Improvement must continue to
meet current LEA Plan requirements. [EC Section
1116(c)(7)]
SCHOOL SITE PLANS
• Specific actions included in the LCAP, or the annual
update of the LCAP, must be consistent with the
strategies included in school plans. [EC Section
64001]
• Districts are responsible for reviewing school site
plans to ensure this consistency.
SECTION 1
STAKEHOLDER ENGAGEMENT
ADOPTING AND UPDATING THE LCAP
1
Consultation with:
• Teachers
• Principals
• Other School
personnel
• Bargaining
Units
• Pupils
• Parents
2
Present for review
and comment to:
• Parent advisory
committee
• English learner
parent advisory
committee
• Superintendent
must respond in
writing to
comments
received
3
4
Adoption of Plan:
Opportunity for
• Adopted
public input:
concurrent with
• Notice of the
the LEA’s
opportunity to
budget
submit written
• Submitted to
comment
COE for
• Public hearing
approval
• Superintendent • Posted on
must respond in
district website
writing to
• COE posts
comments
LCAP for each
received
district/school
or a link to the
LCAP
ED CODE FOR
STAKEHOLDER INVOLVEMENT
Stakeholder Engagement Guiding Questions
• How have parents, community members, students, and
other stakeholders been engaged and involved in
developing, reviewing, and supporting implementation
of the LCAP?
• How has the involvement of stakeholders supported
improved performance and outcomes for students?
• “A governing board of a school district shall consult with
teachers, principals, administrators, other school
personnel, local bargaining units of the school district,
parents, and pupils in developing a local control and
accountability plan.” [EC 52060(g)]
PARENT ADVISORY
Must include
parents/guardians that meet
one or more of these criteria
Parent
Advisory
Low
Income rep
EL Parent
Advisory
15% ELs
AND
Foster
Youth
rep
English
Learner rep
At least 50
EL pupils
Pre-existing committees can be
used if requirements are met:
Parent Advisory Committee
ELAC/DELAC
WHAT IS STAKEHOLDER ENGAGEMENT?
“An ongoing system through which education
leaders meaningfully connect with, learn from and
communicate with individuals and groups.”
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.”
Source: Thoughtstream “Five Criteria For Effective Stakeholder Engagement in Education” 2013
How does this differ from
Shared Decision Making
and/or Information Sharing?
FOUR PHASES OF ENGAGEMENT
1. Planning – determining what decisions will be
affected, who the participants are, settling on the
right questions to ask.
2. Participation – learning from each other and
setting priorities.
3. Analysis – consolidating all the input.
4. Sharing – encapsulating and distributing results.
Source: Thoughtstream “Five Criteria For Effective Stakeholder Engagement in Education” 2013
FIVE CRITERIA FOR A SUCCESSFUL
ENGAGEMENT SYSTEM
• Fast – Quick to set up and deploy
• Flexible – Easy to use at a reasonable cost
• Accessible – To users and stakeholders
• Controlled – You manage the what, when, how
• Transparent – Feedback to stakeholders throughout
the engagement cycle
Source: Thoughtstream “Five Criteria For Effective Stakeholder Engagement in Education” 2013
Source: Thoughtstream “Five Criteria For Effective Stakeholder Engagement in Education” 2013
STAKEHOLDER ENGAGEMENT PLAN
Plan for Stakeholder Engagement
Conditions of Learning
Questions
Priority 1:
Basic Services
Priority 2:
Implementation
of CCSS
Standards
Priority 7:
Course Access
Stakeholder to
Ask
Subgroup
Format
SECTION 2
GOALS AND PROGRESS INDICATORS
CLASSIFICATION OF STUDENTS
English Learners (EL)
• Based on Home
language survey and
California English
Language
Development Test
(CELDT)
• Reclassified students
(Fluent English
Proficient) will no longer
generate additional
funding
Low Income (LI)
• Qualify based on free
and reduced price
meals
• Foster Youth are
automatically eligible
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
CALPADS DATA COLLECTION
• EL, LI, & FY Students enrolled on the fall Census Day
will be used as the basis for supplemental and
concentration grants.
• Certification was due: December 17th
• Amendment window closes: February 7th
• Hint: Check out TBDs……
NEW: COE REVIEW OF STUDENT DATA
• SB 97 requires COEs to “review and
validate reported English learner, foster
youth, and free or reduced-price meal
eligible pupil data for school districts and
charter schools under its jurisdiction to
ensure the data is reported accurately.”
THE 8 STATE PRIORITIES
1. Basic Services
6. School Climate
2. Implementation of
Content &
Performance
Standards
7. Course Access
8. Other Student
Outcomes
3. Parental
Involvement & Input
4. Student
Achievement
Groupings Key:
5. Student
Engagement
Pupil Outcomes
Conditions of Learning
Engagement
CONDITIONS OF LEARNING
• Priority 1: Basic Services
• Priority 2: Implementation of Content &
Performance Standards
• Priority 7: Course Access
PRIORITY 1:
BASIC SERVICES
WILLIAMS’ ACT
REQUIREMENTS
FOR ALL SCHOOLS
Sufficiency of
standards-aligned
instructional materials
Proper teaching
assignments & proper
credentials for
instructional staff
School facilities
maintained and in
good repair
PRIORITY 1:
BASIC SERVICES
NEEDS ANALYSIS
GOALS
• 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 2:
IMPLEMENTATION OF CONTENT &
PERFORMANCE STANDARDS
Common Core
State Standards
English Language
Development
Standards
PRIORITY 2:
IMPLEMENTATION OF CONTENT &
PERFORMANCE STANDARDS
NEEDS ANALYSIS
GOALS
• What data are we
collecting?
• Do we already have an
implementation plan that
we can use to chart
progress?
• What data do we want
to begin to use and track
to show improvement
over time?
• Where do we want to
be in 3 years?
• How do these goals
relate to the state
priorities and locally
identified priorities?
• How are subgroups
addressed?
PRIORITY 2:
IMPLEMENTATION OF CONTENT &
PERFORMANCE STANDARDS
COMMON CORE
IMPLEMENTATION SUPPORTS
Common Core Implementation Strategies
Areas of Focus in a Common Core Implementation Plan
Our Next Steps
Common Core Implementation Components
Supporting Teachers
Common Core
Professional Learning
SBAC
Preparing for Using Technology in Instruction
Use of Instructional Time and Strategies
Classroom Instruction
Formative and Summative Assessment
Communication &
Stakeholder
Outreach
Supporting
Students
Supporting Administrators
Curricular Resources and Instructional Materials
09.10.13
Common Core
Professional Learning
SBAC
Observation of High Quality
Teaching and Learning
What to Expect to See and Hear
Providing Effective Feedback
Monitoring Student Learning
Leading the Work
Technology Skills
Targeted Interventions
Gaps to Address During Transition from former Standards to CCSS
Student
Teacher
Parent & Community
School Board
9
LINK:
http://www.ccsesa.org/index/attachment
s/LeadPlanGuide_WEB.pdf
PRIORITY 7:
COURSE ACCESS
GRADES K-6
Definition
Scope for K-6
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.
• English Language Arts
• Mathematics
• History/Social
Sciences
• Science
• Visual and Performing
Arts
• Heath
• Physical Education
PRIORITY 7:
COURSE ACCESS
GRADES 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
PRIORITY 7:
COURSE ACCESS
NEEDS ANALYSIS
• What data are we
collecting?
• What data do we
want to begin to use
and track to show
improvement over
time?
GOALS
• Where do we want to
be in 3 years for all
students and for
special populations?
PUPIL OUTCOMES
• PRIORITY 4 : STUDENT ACHIEVEMENT
• PRIORITY 8: OTHER STUDENT OUTCOMES
PRIORITY 4:
STUDENT ACHIEVEMENT
All Districts
Districts with High School
 Statewide assessments
 The Academic
Performance Index
 English learners who
make progress toward
English proficiency as
measured by the
CELDT*
 English learner
reclassification rate
 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
PRIORITY 4:
STUDENT ACHIEVEMENT
NEEDS ANALYSIS
• What data are we
collecting?
• What data do we
want to begin to use
and track to show
improvement over
time?
GOALS
• Where do we want to
be in 3 years with all
students and with
special populations?
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
PRIORITY 8:
OTHER STUDENT OUTCOMES
GRADES 7-12
Student Outcomes, if available in:
•
•
•
•
•
•
•
•
•
•
English
Mathematics
History/Social Sciences
Science
Foreign Language
Physical Education
Visual and Performing Arts
Applied Arts
Career Technical Education
Technology Integration
PRIORITY 8:
OTHER STUDENT OUTCOMES
NEEDS ANALYSIS
• What data are we
collecting?
• What data do we
want to begin to use
and track to show
improvement over
time?
GOALS
• Where do we want to
be in 3 years with all
students and special
populations?
ENGAGEMENT
• Priority 3: Parent Involvement & Input
• Priority 5: Student Engagement
• Priority 6: School Climate
PRIORITY 3:
PARENT INVOLVEMENT & INPUT
Seek Parent Input
for District
Decisions
Seek Parent Input
for School Site
Decisions
Seek Parent Input
for promoting
parental
participation in
programs for:
• Low income
• English learners
• Foster Youth
• Students with
exceptional needs
PRIORITY 3:
PARENT INVOLVEMENT & INPUT
NEEDS ANALYSIS
• What data are we
collecting?
• What data do we
want to begin to use
and track to show
improvement over
time?
GOALS
• Where do we want to
be in 3 years?
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
PRIORITY 5:
STUDENT ENGAGEMENT
NEEDS ANALYSIS
• What data are we
collecting?
• What data do we
want to begin to use
and track to show
improvement over
time?
GOALS
• Where do we want to
be in 3 years with all
students and with
special populations?
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
PRIORITY 6:
SCHOOL CLIMATE
NEEDS ANALYSIS
• What data are we
collecting?
• What data do we
want to begin to use
and track to show
improvement over
time?
GOALS
• Where do we want to
be in 3 years with all
students and with
special populations?
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.
RESOURCES
SCOE/COMMUNITY SUPPORT
• Investing in Personnel
• TBD – hopefully February 2014
SCOE Personnel
•
CalPads Assistance
• Robin Horwinski (IT) | rhorwinski@scoe.org
• Two More Sessions:
• Thursday, February 13, 2014
8:30am-12:30pm
• Monday, March 24, 2014 8:30am12:30pm
•
College/Career Readiness
• Stephen Jackson (Career Dev) | sjackson@scoe.org
•
Coop
• Gail Eagan (ESS) | geagan@scoe.org
•
Cradle to Career
• Dan Blake(ESS) | dblake@scoe.org
• Session for Charters and Authorizing
Agency – TBD
•
Customized Support
• Mickey Porter (ESS) | mporter@scoe.org
• New Position (ESS) | TBA
• Denise Calvert (Business) | dcalvert@scoe.org
• Judy Thomson (Business) | jthomson@scoe.org
•
Data Assistance
• Rick Phelan (ESS) | rphelan@scoe.org
•
Foster Youth
• Debra Sanders (Alt Ed) | dsanders@scoe.org
• BrightBytes Partnership
• Kristen Swanson/Mickey Porter
• SCOE LCAP Webpage
• www.scoe.org/lcap
WEST ED AUDIO SEGMENTS
• Episode 1 - What is the Local Control Funding Formula?
• Episode 2 - What Makes LCFF Different and Better?
• Episode 3 - What Should LEAs Do Now? (August 2013)
• Episode 4 - Performance Based Budgeting and Planning
• Episode 5 - Accounting and LCFF
• Episode 6 - Local Control Accountability Plan and LCFF State Priorities
LINK: http://lcff.wested.org/lcff-channel/
NEXT STEPS/INPUT
• Feedback:
https://www.surveymonkey.com/s/LCAP121913
QUESTIONS?
THANK YOU!