LCFF/LCAP
Local Control Funding Formula
Local Control & Accountability Plan
2014-15
A comprehensive and cohesive
learning blueprint that includes
stakeholder input, systematic
implementation, monitoring of
effectiveness, and
modification based
Parent,
on student
Student, and
outcomes.
High-Quality
Classroom
Instruction
and
Curriculum
Professional
Learning
Community
Engagement
Assessment,
Data
Analysis, and
Monitoring
Academic
and Behavior
Interventions
Safe and
Orderly
School
Environment
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Understanding Key Requirements
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Document reflects simplicity and transparency, yet completes a story
Contains an analysis of data, goals, services, and expenditures that reflect
the needs of all students, especially those with additional needs
Performance based on local decision making
Flexible resource allocation choices that align to local needs, but also
pursue what is needed based on locally determined priorities
Create a Productive Engagement Process
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Must consider student needs in state priority areas
Must describe annual goals for each state priority
Reflect annual incremental actions, services, and expenditures
Annual benchmarks to monitor plans progress
Develop a Process with LCFF Design Principles in Mind
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as defined by WestEd
Advisory groups and groups that when consulted inform the LCAP
Make the LCAP Parent Ready
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Document will be read and understood in a simple, brief, coherent story
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More equitable and flexible funding source
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If district has greater than 55% of unduplicated LI, EL, and FY
students, they receive additional concentration grant allocation
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Jurupa receives Base, Supplemental, and Concentration revenue
Every district receives a per pupil base grant allocation
Almost every district receives a per pupil supplemental grant
allocation for each unduplicated Low Income (LI), English Learner
(EL), and Foster Youth (FY) student
$192M Target 2020/21
Supplemental/
Concentration
Dollars per ADA
$145M
Total Gap
(28% May Revision)
$15,650,249 Revenue
$127M
Supplemental/
Concentration
Supplemental/
Concentration
Base
Grant
2013-14
Funding
Supplemental and
Concentration Grants
Base Grant
Base
Grant
2014-15
Funding
Base Grant
Target
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LCFF is designed to close the achievement gap by
providing additional funds to support improved student
outcomes and accountability
LCFF system of accountability based upon local needs,
measured by progress toward annual goals, and
explicitly linked to the district’s budget
LCAP is a three-year local plan, annually updated to
support improved student results in eight state priority
areas
LCAP requires stakeholder engagement in planning
process around eight state priority areas
Local Educational Agency Plan (LEAP) and Title III
Improvement Plan Addendum (IPA) alignment
Priority 1--Basic Services
Priority 5—Student Engagement
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Percentage of properly
credentialed teachers
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Student access to standards-aligned
instructional materials
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Facilities in good repair
School attendance rates
Chronic absenteeism rates
Middle and High school drop out rates
High school graduation rates
Priority 2—Implementation of
CCSS
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Implementation of CCSS for all
students including EL
Priority 3—Parent Involvement
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Priority 6—School Climate
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Efforts to seek parent input
Student suspension rates
Student expulsion rates
Other local measures, including surveys of
students, parents, and teachers on sense
of safety and school connectedness
Promotion of parent participation
Priority 4—Student Achievement
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Performance on standardized and district tests
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Share of students determined prepared for college by the
Early Assessment Program
Score on Academic Performance Index
Share of students that are college and career ready
Share of English learners that become English proficient
English learner reclassification rate
Share of students that pass Advanced Placement exams with 3
or higher
Priority 7—Course Access
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Student access and enrollment in
all required areas of study
Priority 8—Other Student
Outcomes
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Other indicators of performance in
required areas of study
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Survey Data in areas of student attendance and achievement, college
and career readiness, and ways to involve parents in their student’s
learning.
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COMMON THEMES
Support for teachers with Common Core State Standards
(CCSS), i.e., professional development, assessment,
instructional resources, data analysis, early intervention, and
coaching
More access to technology, software, and technology support
Smaller class sizes, more instructional time through summer
and extended day, and individual student support
Parent and student engagement, i.e., caring adults, behavior
support, engaging classes, linking parents to community,
feeling connected to school, incentives, and more
communication
Student support for college and career readiness, college
application support, and course variety
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All students will be college and career ready.
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All students will benefit from the district
engaging and sustaining the trust and
involvement of parents and community in
the educational process.
All students will have a safe, orderly, and
inviting learning environment.
LCAP template groups the eight state priorities into three
categories for planning purposes
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2
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Conditions of
Learning—
College and Career
Readiness
Pupil
Outcomes—
Data Driven
Decision Making
Engagement—
Parent, Student,
and Community
Engagement
Priority 1 – Basic
Conditions
Priority 2 –
Implementation of CCSS
Priority 7 - Course Access
Priority 4 – Pupil
Achievement
Priority 8 – Other Pupil
Outcomes
Priority 3 – Parent
Involvement
Priority 5 – Pupil
Engagement
Priority 6 - School
Climate
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Units of Study (UOS) Implementation
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Two days Professional Development (PD) in August
PD contracts for UOS support and coaching
Additional Teacher Preparation time (15 minutes a day)
Site Level Collaborative Planning Time--ongoing
Intervention and English learner Teachers will provide English Language Development (ELD),
early literacy, strategic and intensive intervention support
Instructional Coaches
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Coordinator to support Professional Development program and Coaching Staff
Nine Instructional Classroom Coaches added includes Education Technology Coach
CCSS Instructional Support and Materials
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New Mathematics materials in TK-8 and Algebra 1
Library Staff and Access, Resource Specialist, and Bilingual Language Tutors increased time
Supplemental UOS gap materials for ELA/ELD and Mathematics, intervention software, music
support, and digital resources
Career Technical Offerings increased and development of new CTE opportunities
A-G Audit completed
Grade Span Adjustment (GSA) TK-3 Staffing to 27:1 average
Foster Youth Liaison available
Deferred Maintenance and Capital Outlay increased
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Assessments
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Units of Study (UOS) Assessments—Pre-, Post-, and Performance Test
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Assessment management system and analysis services—EADMS, Key Data,
assessment materials, i.e., printing, scanners, software, support time
Measured Progress SBAC assessment bank to use for UOS assessment
development
Pilot Online UOS assessments
Post Assessment for foundational skills in every unit for grades TK-1
Running Records each trimester grades 2-5
Baseline SBAC assessment data to inform UOS assessments
Assessment Review Committee (ARC) and UOS committee to review UOS
assessments for CCSS alignment
Teacher collaborative time for data review and instructional modification
CELDT Monitoring for English Learner growth and proficiency in English
Technology
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Technology and software aligned to technology plan
Professional Development support for technology use
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Extended Learning Opportunities (ELO)
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Extended day, summer, Saturday, and extended year
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Review and develop increased ELO at site level
CAHSEE Intervention includes 3.0 FTEs each high school
Credit Recovery support
Monitoring of Instruction
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Increase High School Summer offerings
Professional development on Instructional Walkthrough Observational
Model
Counseling Support to ensure appropriate classroom placement
Career Center Clerks provide college and career information
Language Proficiency Evaluators support assessment and placement of
English learners
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Engaging Environment
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Professional Development on customer service and parent engagement
strategies
Director to support parent, student and community outreach and expand
engagement opportunities
Parent Outreach
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Parent trainings based on site-based needs assessment (i.e., ESL,
academic expectations, College requirements, Reclassification process,
literacy, technology, CCSS, importance of attendance)
Parent Centers/Areas
Leadership Opportunities through DAC, DELAC, SSC, ELAC, GAC, and PTA
Parent notification through Parent Connect and Blackboard notification
system
Additional hours for Library staff to keep library open longer
Translator Clerk Typists in offices
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Student Engagement
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Student engagement opportunities increased based on site-based needs
assessment (i.e., 100 mile club, AVID, STEM, IB, Honors, AP courses, CTE
offerings, clubs, sports)
AVID Program at all secondary sites
Positive Behavior Intervention Support (PBIS)
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Continued Professional Development, coaching stipends, parent meetings,
resource materials, and incentives
Saturday School Implementation
Safe School Plans, CPR training, and emergency supplies
Mental Health Support through coordinated efforts
Health Care Aides and Psychologist support for parent and student
referral for health and mental health services
Autism support and Crisis Prevention training
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LCAP/School Improvement Addendum: This addendum will
identify site-based LCAP actions and guide progress on site-level
implementation strategies.
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Development of Continuous Feedback System: System will
support district staff in collection and ability to synthesize
stakeholder feedback, and use this data to make improvements to
LCAP and inform implementation.
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LCAP/LEAP Advisory Process: Informs the design and
implementation of the LCAP/LEAP, i.e., Education Services,
Principals, Board, Instructional Council, SBCP, DAC, DELAC, SSCs,
and ELACs.
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District Education Services, Fiscal Services, and Administrative
Council: Oversees and manages the implementation of the LCAP,
and is made up of district department leads and staff.
June 16—Hearing Session
June 19—Final Board Approval
July 1—Due to RCOE