LOCAL CONTROL
ACCOUNTABILITY PLANS
1
Focus for Today’s Work
• Local Control Funding Formula (LCFF) - Shifts in
Thinking and Funding
• Local Control Accountability Plan (LCAP) Development
– Section 1: Stakeholder Engagement
– Section 2: Goals and Progress Indicators
(including State Priorities)
– Section 3: Actions, Services, and Expenditures
• Ties to Other Plans
• LCAP Adoption Process
• E-LCAP
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LOCAL CONTROL
FUNDING FORMULA
Shifts in Thinking and Funding
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Local Control Funding Formula
• Historic reform to education funding
• Redistribution of funds
• Funding based on grade level grants and
demographic data for each district
• Funding targets will be phased in over an estimated
8-year period
• Creates new accountability for how all students are
served, and in particular, sub-groups
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How is LCFF different from what was in
place under revenue limits?
• Simplifies funding
• Revenue limits and most state categoricals are
eliminated
• Districts, county offices of education, and charter
schools will receive funding based on the students
they serve, with greater flexibility to use these funds
to improve outcomes of students
• Assumes continued state economic growth
5
LINK to LAO Overview: http://www.lao.ca.gov/reports/2013/edu/lcff/lcff-072913.pdf
LINK to CDE’s FAQ: http://www.cde.ca.gov/fg/aa/lc/lcfffaq.asp
Revisiting the Local Control Funding
Formula (LCFF)
ADJUSTMENTS
Grade Level
Per Student
Base Amount
Demographics
(Low income, English
Learner, and/or Foster Youth)
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This slide shows images that illustrate how the Local Control Funding Formula works. LCFF provides the
same amount of funding per student with two adjustments (1) grade level and (2) demographics.
Taken from a WestEd Presentation
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Overview of LCFF
Districts and Charter Schools
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Formula Component
Rates/Rules
Target base rates (per ADA)
K-3 = $6,952
4-6 = $7,056
7-8 = $7,266
9-12 = $8,419
Base rate adjustments
K-3 = 10.4% of base rate
9-12 = 2.6% of base rate
Supplemental funding for EL/LI/FY
20% of adjusted base rate
Concentration funding
Each EL/LI student above 55% of enrollment
generates an additional 50% of adjusted base rate
Add-ons
Targeted Instructional Improvement Block Grant,
Home-to-School Transportation, Economic
Recovery Target
Portion of LCFF Increase to be used for Identified
Students
GAP
Increase in funding
attributable to
Unduplicated Count
SUPPLEMENTAL/
CONCENTRATION
GRANTS
GAP FUNDING
(Est. 28% of Gap)
BASE AND
AUGMENTATION
GRANTS
2013-14 Funded LCFF
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2014-15 LCFF
TARGET
2013-14
FUNDING
2014-15 FUNDING
Certification 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.”
• To assist COEs, CALPADS will include school-level reports
that display the aggregate unduplicated counts of
disadvantaged students for each district and charter school
within the county.
• Fall 1 certification deadlines were mid-December 2013.
Close of amendment window will be March 21, 2014
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Supplemental/Concentration
Grant Funds
Supplemental and Concentration Grant Funds are
generated by the number of English Learner (EL), Low
Income (LI) and Foster Youth (FY) students in the district,
charter, or county office of education. Collectively, these
students are referred to as “unduplicated pupils” in the
statute and regulations.
Regulations adopted by January 31, 2014:
– Will require district, county office of education or charter to
“increase or improve services for EL/LI/FY pupils as
compared to the services provided to all pupils in proportion
to the increase in funds apportioned on the basis of the
number and concentration of unduplicated pupils.”
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Definition of Services
“Services” as used in Education Code section
42238.07 may include, but are not limited to, services
associated with the delivery of instruction,
administration, facilities, pupil support services,
technology, and other general infrastructure necessary
to operate and deliver educational instruction and
related services.
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Proportionality Percentage Estimates
• The State Board of Education provides regulations
that describe the methodology of determining the
proportional increase or improvement in services for
unduplicated pupils.
• LEAs will estimate their proportion using current and
accurate local enrollment projections performed in the
spring for use in their LCAP adoption process.
– ADA, by grade level
– Total enrollment
– Total unduplicated pupils
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Calculating the Proportionality Percentage
For Districts and Charters, begin with the LCFF
projected revenues (excluding Transportation and
TIIG):
• Calculate the estimated 2014-15 LCFF Funding
Target
• Calculate the estimated 2014-15 Total LCFF
Funding
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Calculating the Proportionality Percentage
1. Calculate the LCFF supplemental and concentration grant targets,
at full implementation
2. Determine prior year expenditures to support unduplicated pupils.
 No less than the amount of EIA expended in 2012-13
3. Subtract the estimated 2013-14 expenditures from the
supplemental and concentration grant target.
4. Multiply the difference by the gap percentage funding for the year in
which the LCAP is adopted (funded portion of increase in funding
generated by unduplicated count)
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Calculating the Proportionality Percentage
(continued)
5.
6.
7.
8.
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Add to the LEA’s prior year estimated expenditures from step 2 (total
amount of LCFF funding identified for use for unduplicated count)
Subtract the amount in step 5 from the total LCFF funding in 2014-15
(total amount of LCFF funding available for use for all students)
Divide the approximate amount from step 5 by the amount in
step 6 (the Proportionality Percentage, the % that must be used to
improve or increase services for the unduplicated count over what is
provided to all students)
When the LCFF is fully implemented statewide (or if your prior year’s
expenditures equal or exceed the funded S&C Grants), then the
Proportionality Percentage is the total S&C grants divided by the
remainder of the LCFF funding, excluding add-ons for TIIG and H-S
Transportation.
Sample District
•
•
•
•
•
•
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Unified School District
ADA – 20,000
Unduplicated Count – 57%
2012-13 EIA - $2.4 million
Total Est. 2014-15 LCFF Funding - $134.3 million
2014-15 Gap Funding – 28.05%
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Sample
Proportionality
Percentage
Calculation
of Proportionality
Sample Calculations
for Six Districts
Calculation
Percentage
STEP DESCRIPTION
1
Total Target S&G Grant at Target
$19,600,000
2
Spent on identified students last
year
$2,400,000
3
Difference?
4
Funded portion of the increase in
the S&G Grants
$4,825,000
5
Amount that must be spent on
identified students
$7,225,000
6
Amount available to support all
students
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Proportionality Percentage
$17,200,000
$127,075,000
5.69%
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Important Considerations
• The amount of revenue limit and categorical funds
in 2012-13 is the starting point for LCFF.
– No LEA will receive less than this amount.
• Total revenues received will fluctuate proportionate
to changes in ADA and changes in unduplicated
pupils.
• Full implementation of LCFF is estimated to occur
over an 8-year period.
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LOCAL CONTROL
ACCOUNTABILITY PLANS
Development Process
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LCAP Template Instructions
• Use guiding questions as prompts for completing
the information as required by statute.
– Guiding questions do not require separate narrative
responses.
• Data referenced in the LCAP must be consistent
with the school accountability card where
appropriate.
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The Three LCAP Elements
SECTION 1: STAKEHOLDER ENGAGEMENT
SECTION 2: GOALS AND
PROGRESS INDICATORS
SECTION 3: ACTIONS, SERVICES,
AND EXPENDITURES
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LCAP Template for Section 1
Involvement Process
Impact on LCAP
Describe the process used to engage
stakeholders and how this engagement
contributed to development of the LCAP
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Section 1: Stakeholder Engagement
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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Definition of “consult”
The determination of curriculum content, the selection of
instructional materials, and the use of instructional
technology are subject to the duty to "consult" under
Government Code Section 3543.2(a).
"Consultation" (also known as "meet and confer") involves
the free exchange of information, opinions, informal
proposals, and recommendations according to orderly
procedures in a conscientious effort to incorporate such
recommendations into the resulting policy or plan.
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The Fiscal Report (2013)
School Services of California, Inc.
Obligation to “negotiate”
While LEAs have an obligation to "consult," they do
not have an obligation to "meet and negotiate"
implementation decisions. "Establishing educational
policies, goals and objectives," "determining
curriculum," and "establishing budgetary priorities and
allocations" are all fundamental management
prerogatives not within the mandatory scope of
bargaining…
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The Fiscal Report (2013)
School Services of California, Inc.
Obligation to “negotiate”
(continued)
However, if such decisions would have a
foreseeable impact on negotiable "terms and
conditions of employment" for bargaining unit
members, a school district or COE is required to
negotiate the "effects" or "impacts" of these
decisions on negotiable subjects, including for
example, hours of employment and compensation for
professional development.
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The Fiscal Report (2013)
School Services of California, Inc.
Required Representation from
Parent Groups
Parent Advisory
Committee
Low
Income rep
EL Parent
Advisory
Committee
15% ELs
and
Foster
Youth rep
English
Learner rep
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At least 50
EL pupils
Members of pre-existing committees
(ELAC/DELAC) can be included in the
LCAP EL Parent Advisory Committee.
Classification of Students for LCFF
English Learners
(EL)
Low Income
(LI)
• Based on Home
Language Survey and
California English
Language Development
Test (CELDT)
• No time limit for funding
• Reclassified students
(Fluent English
Proficient) will no longer
generate additional
funding
• Qualify based on free
and reduced price meals
eligibility.
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Foster Youth
(FY)
• Foster youth are students
who have been placed into
an institution, group home,
or private home of a statecertified caregiver or under
the placement and care of
the county welfare
department, county
probation department or
tribal organization.
• All foster youth qualify as
Low Income students.
Subgroups are considered numerically significant if there are
30 or more students with the exception of Foster Youth where
15 students are considered numerically significant.
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
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Other Subgroups
•
•
•
•
English Learners
Low Income
Students with Disabilities
Foster Youth
The Three LCAP Elements
SECTION 1: STAKEHOLDER ENGAGEMENT
SECTION 2: GOALS AND
PROGRESS INDICATORS
SECTION 3: ACTIONS, SERVICES,
AND EXPENDITURES
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LCAP Template for Section 2
Identified
Need and
Metric
(What needs have
been identified and
what metrics are used
to measure progress?)
Goals
Description
of Goal
Applicable
Pupil
Subgroup(s)
(Identify applicable
subgroups (as
defined in EC
52052) or indicate
“all” for all pupils.)
School(s)
Affected
(Indicate “all” if the
goal applies to all
schools in the LEA,
or alternatively, all
high schools,
for example.)
Annual
Update:
Analysis
of
Progress
What will be
different or
improved for
students?
(based on identified metric)
LCAP
YEAR
Year 1:
20XX-XX
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Year 2:
20XX-XX
Year 3:
20XX-XX
Related
State and
Local
Priorities
(Identify specific state
priority. For districts
and COEs, all priorities
in statute must be
included and identified;
each goal may be
linked to more than
one priority if
appropriate.)
Section 2: Identifying goals linked to
state priorities
Include a description of the annual goals, for all pupils
and each subgroup of pupils, for each state priority
and any local priorities and require the annual update
to include a review of progress towards the goals and
describe any changes to the goals.
One goal may address multiple priorities.
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Section 2: Use of metrics to
measure progress
• The metrics may be quantitative or qualitative,
although LEAs must, at minimum, use the specific
metrics that statute explicitly references as
required elements for measuring progress within a
particular state priority area.
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Charters
• Charter schools may adjust the template to align
with the term of the charter school’s budget that is
submitted to the school’s authorizer.
• On or before July 1, 2015, and each year thereafter,
a charter school shall update the goals (aligned to
state priorities—that apply for the grade levels
served or the nature of the program operated) and
annual actions by using the template.
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State Priorities
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State Board Grouped the 8 Priorities
Conditions
for Learning
Basic Services (1)
Implementation of
State Standards (2)
Course Access (7)
Additional Priorities
for County Office
of Education:
Expelled Pupils (9)
Foster Youth (10)
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Pupil Outcomes
Engagement
Pupil Achievement (4)
Other Pupil Outcomes (8)
Parent Involvement (3)
Pupil Engagement (5)
School Climate (6)
Conditions for Learning:
Basic Services
Priority
#1
• Degree to which teachers of the school district are
appropriately assigned, fully credentialed in the
subject area and for the pupils they are teaching
• Every student has sufficient access to standardsaligned instructional materials
• School facilities are maintained in good repair
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Conditions for Learning:
Implementation of State Standards
Priority
#2
• Implementation of academic content and
performance standards adopted by the state board
(Common Core State Standards), including how the
programs and services will enable English learners
to access the common core academic content
standards and the English language development
standards for all pupils
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Conditions for Learning:
Course Access
Priority
#7
• The extent to which pupils have access to, and are
enrolled in, a broad course of study that includes all
of the subject areas described in Education Code.
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Conditions for Learning:
Expelled Students (COE only)
Priority
#9
• County Office of Education will coordinate
instruction of expelled pupils pursuant to Education
Code section 48926
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Conditions for Learning:
Foster Students (COE only)
Priority
#10
• County Office of Education will coordinate services,
including working with the county child welfare
agency to share information, respond to the needs
of the juvenile court system, and ensure transfer of
health and education records
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Pupil Outcomes:
Pupil Achievement
Priority
#4
• Performance on standardized tests
• Score on Academic Performance index
• Share of pupils that satisfy A-G requirements for UC system
or career technical education sequences or clusters of study
• Share of English learners that become English proficient
• English learner reclassification rate
• Share of pupils that pass Advanced Placement exams with a
score of 3 or higher
• Share of pupils determined prepared for college by the
Early Assessment Program
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Pupil Outcomes:
Other Pupil Outcomes
Priority
#8
• Pupil outcomes in the subject areas described
in Education Code 51210 (grades 1 to 6) and
51220 (grades 7 to 12)
Grades 1 to 6
English
Mathematics
Social science
Science
Visual and performing arts
Health
Physical education and
Other subjects as determined by the
governing board
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Grades 7 to 12
English
Social science
Foreign language
Physical education
Science
Mathematics
Visual and performing arts, Applied arts
Career technical education, and
Automobile driver education
Engagement: Parent Involvement
Priority
#3
• Efforts to seek parent input in decision making at
district and school site(s)
• Promotion of parent participation in programs for
unduplicated pupils and special needs subgroups
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Engagement: Pupil Engagement
•
•
•
•
•
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School attendance rates
Chronic absenteeism rates
Middle school dropout rates
High school dropout rates
High school graduation rates
Priority
#5
Engagement: School Climate
Priority
#6
• Pupil suspension rates
• Pupil expulsion rates
• Other local measures including surveys of pupils,
parents, and teachers on the sense of safety and
school connectedness
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The Three LCAP Elements
SECTION 1: STAKEHOLDER ENGAGEMENT
SECTION 2: GOALS AND
PROGRESS INDICATORS
SECTION 3: ACTIONS, SERVICES,
AND EXPENDITURES
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LCAP Template for Section 3, Part A
Goals
(Include and
identify all
goals from
Section 2)
Related
State and
Local
Priorities
(from Section 2)
Actions
and
Services
Level of
Service
(Indicate if
school-wide
or LEA-wide)
Annual
Update:
Review of
actions/
services
What actions are performed or services provided
in each year (and are projected to be
provided in years 2 and 3)?
What are the anticipated expenditures for each
action (including funding source)?
LCAP Year
Year 1: 20XX-XX
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Year 2: 20XX-XX
Year 3: 20XX-XX
LCAP Template for Section 3, Part B
Goals
(Include and
identify all
goals from
Section 2)
Related
State and
Local
Priorities
Actions and
Services
Level of
Service
(Indicate if
school-wide
or LEA-wide)
(from Section 2)
Annual
Update:
Review of
actions/
services
What actions are performed or services provided
in each year (and are projected to be
provided in years 2 and 3)?
What are the anticipated expenditures for each
action (including funding source)?
LCAP Year
Year 1: 20XX-XX
For low income
pupils:
For English
learners
For foster
youth:
For
redesignated
fluent English
proficient
pupils:
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Year 2: 20XX-XX
Year 3: 20XX-XX
Section 3 (Parts A & B): Actions,
Services,and Expenditures
Include a description of the specific annual actions an
LEA will take to meet the goals identified and a listing
and description of the expenditures required to
implement the specific actions.
• Expenditures must be classified using the California
School Accounting Manual
• The LEA must reference all funding sources used to
support actions and services.
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Section 3 Part B: Level of Service
• In Section 3, Part B--Identify whether supplemental
and concentration funds are used in a districtwide,
schoolwide, countywide, or charter-wide manner.
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LCAP Template for Section 3, Part C
• Identify the increase in funds in the LCAP year calculated
on the basis of the number and concentration of lowincome, foster youth, and English learner pupils
• Describe how the LEA is expending these funds in the
LCAP year.
• Include a description of, and justification for, the use of any
funds in a districtwide, schoolwide, countywide, or charterwide manner.
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Districtwide Use of Funds
Districts with an enrollment of unduplicated students in excess of
55% of total enrollment can spend supplemental/concentration
funds districtwide if two criteria are met:
1. Description of the services being provided on a districtwide basis
2. Description of how services are directed towards meeting the district’s
goals for unduplicated students in the state priority areas
Districts with an enrollment of unduplicated students less than
55% of total enrollment can spend supplemental funds districtwide
if three criteria are met:
1. Description of the services being provided on a districtwide basis
2. Description of how services are directed towards meeting the district’s
goals for unduplicated students in the state priority areas
3. Describe how the services are the most effective use of funds to
meet the district’s goals for its unduplicated pupils in the state
priority areas
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Schoolwide Use of Funds
Districts with an enrollment of unduplicated students at a school
that is in excess of 40% of the school’s total enrollment can spend
supplemental/concentration funds schoolwide if two criteria are
met:
1. Description of the services being provided on a schoolwide basis
2. Description of how services are directed towards meeting the district’s
goals for unduplicated students in the state priority areas
Districts with an enrollment of unduplicated students at a school
that is less than 40% of the school’s total enrollment can spend
supplemental funds schoolwide if three criteria are met:
1. Description of the services being provided on a schoolwide basis
2. Description of how services are directed towards meeting the district’s
goals for unduplicated students in the state priority areas
3. Describe how the services are the most effective use of funds to meet
the district’s goals for its unduplicated pupils in the state priority areas
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Countywide or Charter-wide Use of Funds
A county office of education expending supplemental and
concentration grant funds on a countywide basis or a
charter school expending supplemental and
concentration funds on a charter-wide basis shall do
all of the following:
1. Identify in the LCAP those services that are being
provided on a countywide or charter-wide basis
2. Describe in the LCAP how such services are directed
towards meeting the county office of education or
charter school’s goals for its unduplicated pupils in the
state priority areas
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LCAP Template for Section 3, Part D
• Demonstrate how the services provided in the LCAP year for
low-income pupils, foster youth, and English learners provide for
increased or improved services for these pupils in proportion to
the increase in funding provided for such pupils in that year
• Identify the percentage by which services for unduplicated
pupils must be increased or improved as compared to the
services provided to all pupils in the LCAP year as calculated
pursuant to 5 CCR 15496(a). An LEA shall describe how the
proportionality percentage is met using a quantitative and/or
qualitative description of the increased and/or improved services
for unduplicated pupils as compared to the services provided to
all pupils.
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Required Annual Update
1. How have the actions/services addressed the needs of all
pupils, subgroups, and specific school sites (as applicable)
and did the provisions of those services result in the
desired outcomes?
2. What changes in actions, services, and expenditures will
be needed as a result of reviewing past progress?
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LOCAL CONTROL
ACCOUNTABILITY PLANS
Ties to Other Documents
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LCAP and Other Plans
• LCAP is a comprehensive planning tool.
• LEAs may reference and describe actions and
expenditures in other plans and funded by a variety
of other fund sources when detailing goals, actions,
and expenditures related to the state and local
priorities.
• The information in the LCAP, or annual update, may
be supplemented by information contained in other
plans (including the LEA plan)
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LEA Plans
• LCAP does not replace LEA Plans which are still
required under ESEA.
• The SBE will take steps to minimize duplication of
effort at the local level to the greatest extent
possible.
• LEAs in Program Improvement must continue to
meet current LEA Plan requirements.
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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.
• Districts are responsible for reviewing school site
plans to ensure this consistency.
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LOCAL CONTROL
ACCOUNTABILITY PLANS
Adoption Process
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Adopting and Updating the LCAP:
District
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Adopting and Updating the LCAP:
Charter
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Adopting and Updating the LCAP:
County Office of Education
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AB 1200 & LCAP
Time Frames
AB 1200
January 15-16, 2014
LCAP
SBE Approves Spending Regulations
March 2014
3/15: 2nd Interim Report
Template has been approved
March – April 2014
LCFF does not change timelines
under the AB 1200 fiscal
oversight process.
COE Business and Instructional staff
available for technical assistance
April – May 2014
• Update projected enrollments
COE Business and Instructional staff
and ADA
available for technical assistance
• 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
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LCAP Timeline
As required by statute:
Jan. 2014
SBE
Regulations
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Mar. 2014
SBE Template
June 2014
LEAs adopt
LCAP
Oct. 2015
SBE Rubrics
(to SBE in
Jan)
A Sample 12-month Planning and
Adoption Process in a “Normal” Year
July to
Oct.
Assess and
Engage
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Feb. to
March
Nov. to
Jan.
Draft and
Consult
Share and
Respond
April to
June
Decide and
Adopt
A Sample Planning and Adoption
Process for This Year
February - March
Engage in a process to identify student needs, involve parents, school
personnel, pupils, and bargaining groups in the plan development
March - April
Share with parent advisory groups and other stakeholders, and respond
in writing to comments
May
Commence public comment period and hold public hearing
June
Adopt LCAP and LEA budget
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SB 97
• Makes explicit that a budget shall not be adopted or approved
before an LCAP is approved
• Clarifies that in order to approve an LCAP, a county must
determine if the LCAP adheres to the State Board of
Education regulations regarding the use of supplemental and
concentration funds: “to increase or improve services” to EL
and LI students in proportion to the funding apportioned on
the basis of these students
• Clarifies Maintenance of Effort Requirements for ROCPs.
• Amends the California Collaborative for Education Excellence
(CCEE)
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County Office Approval
Submits LCAP to
COE within 5 days
of adoption
Responds to COE
request for clarification
within 15 days
Seeks clarification
about contents by
August 15
August 15: COE approves,
conditionally approves,
or disapproves
district budgets
District
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County Office
Submits recommended
plan amendments to
district within 15 days
Considers COE
recommendations in a
public meeting within
15 days
Reviews plan to determine
if it meets requirements
(adheres to SBE template
and plan aligns with
district budget)
County Superintendent approval of
LCAP by October 8 of each year
Annual LCAP Update
Goals
• Review any changes in
applicability of goals from
prior year
• Review the progress
toward goals
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Actions & Expenditures
A list and description of
expenditures for the fiscal year:
• Implementing the specific
actions included in the LCAP
as a result of the review and
assessment
• Serving identified students:
EL, LI, and FY
County Superintendent
LCAP Roles and Responsibilities (continued)
During this first year, COE Superintendent must
approve school district LCAP if:
• It adheres to SBE-adopted template and SBE-adopted
regulations
AND
• The budget includes expenditures that are sufficient to
implement actions/strategies outlined to meet goals for
each state priority area
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County Superintendent Roles and
Responsibilities for Technical Assistance
The County Superintendent must provide technical
assistance if:
1. The LCAP is not approved
2. Using the evaluation rubric adopted by the SBE,
the school district does not improve achievement
in two or more state priority areas for one or more
student groups
3. Upon school district request
[EC Section 52071]
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County Supt. Roles and Responsibilities
for Technical Assistance (continued)
Technical assistance consists of:
• Identification of a school district’s strengths and
weaknesses in regard to state priority areas
• Assignment of academic expert or team of
experts to assist the school district in identifying
and implementing effective programs
• Request the State Superintendent assign the
California Collaborative for Educational
Excellence to assist
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California Collaborative for
Educational Excellence (CCEE)
• Purpose is to advise and assist school districts, COEs,
and charter schools in achieving goals laid out in the
LCAPs.
• SPI, with approval of the SBE, shall contract with
individuals, LEAs, or other organizations with expertise
in specific areas:
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State priorities
Improving the quality of teaching
Improving quality of leadership
Addressing the needs of special populations
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WestEd 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
• Episode 7 – Local Control Funding Formula Spending Regulations
• Episode 8 – Overview of the Local Control and Accountability Plan
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•
•
•
•
•
LINK: http://lcff.wested.org/lcff-channel/
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SBE – Recommendations for Support
• Guidance documents for the field
• Clarification of interaction between federal and state
law and coordination with existing school site plans to
ensure “no supplanting”
• Development of promising practices around
stakeholder engagement
• Clarification of requirements for charters
• Creation of an electronic template
• Guidance for county offices of education on approval
of plans
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LOCAL CONTROL
ACCOUNTABILITY PLANS
Questions?
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