Cat’s Cradle
Local Control Funding Formula and
Local Control Accountability Plan
Brief Funding Review
RCOE Funding
Local Control
Accountability Plan
Support and
Intervention
A Gift of More Local Control
FUNDING
Formula Components of the LCFF
Gap Funding
Aimed at closing each LEA’s difference between the 2012-13
funding and the 2020-21 target funding by 1/8th annually.
Example District Gap Funding
$100,000,000.00
$95,000,000.00
State Funding
$90,000,000.00
$85,000,000.00
LCFF Target
$80,000,000.00
Gap Funding
$75,000,000.00
$70,000,000.00
$65,000,000.00
$60,000,000.00
2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21
8 Years to Close Funding Gap
Setting 2020-21 Targets
• Will be impacted by
COLA, fluctuating ADA,
growth in property tax
revenue.
• P1 in December paints
the first fuzzy picture of
the LEA target.
• P2 in April should
generate a clearer
target for LEA.
2013-14 Categorical Survivors
Major Shifts Made by the LCFF
Before LCFF
After LCFF
• Revenue limits.
• LCFF base funding differentiated by grade spans.
• State categoricals with
temporary tiered flex.
• K-3 CSR: Limited funding
with unlimited class sizes.
• Accountability and
performance separate from
funding.
• Unduplicated pupil weights,
concentration funding.
• K-3 CSR targeting 24-1.
• Local Control Accountability
Plans required by July 1, 2014.
What Stays the Same?
•
•
•
•
•
Financial Audits
Compliance With Williams
School Accountability Report Cards
Federal Funding, Planning, and Accountability
LEA as Subgrantee of the State
County Office Funding
2012-2013 Revenues
Some Restricted
2013-2014 Revenues
All Unrestricted
Does not include Special Ed and Community school
transfers.
Before, After, and Ever After
Other Purpose Base Revenue Limit
Alternative Education
ROP State Aid (Includes Excess Taxes)
Foster Youth
Community Day Schools
Cal-SAFE
Teacher Credentialing Block Grant
Alternative Certification Program
California School Paraprofessional Teacher Tr.
Opportunity Schools, Specialized Schools, Community Day School, Adults in Correctional
Facilities and County School Tuition
Fiscal Oversight
EIA
County Operations Grant
Math & Reading Pro. Dev. Program
Alternative Education
ELL
Hold Harmless
Deferred Maintenance
IMF Block Grant
Staff Development - BTTA Program
Staff Development - TPR
CAHSEE Intensive Instruction and Services
Professional Development Block Grant
School and Library Improvement Block Grant
Arts and Music Block Grant
Williams
Valenzuela
Child Oral Health Assessments
School Safety and Violence Prevention
County Operations Grant
Alternative Education
Red section of bar graph.
Green section of bar graph.
Actual Costs to run organization
Pause and Reflect
• What questions do you have about district
funding or the implications of county office
funding?
• What other information have you heard that
should be shared?
• SBE-adopted
template
required.
LCAP
• Adopted on or
before July 1,
2014.
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vanosdnioasdfn) All of the following are state priorities:
(1) The degree to which the teachers of the school district are appropriately assigned in accordance
with Section 44258.9, and fully credentialed in the subject areas, and, for the pupils they are teaching,
every pupil in the school district has sufficient access to the standards-aligned instructional materials
as determined pursuant to Section 60119, and school facilities are maintained in good repair as
specified in subdivision (d) of Section 17002.
(2) Implementation of the academic content and performance standards adopted by the state board,
including how the programs and services will enable English learners to access the common core
academic content standards adopted pursuant to Section 60605.8 and the English language
development standards adopted pursuant to Section 60811.3 for purposes of gaining academic content
knowledge and English language proficiency.
(3) Parental involvement, including efforts the school district makes to seek parent input in making
decisions for the school district and each individual schoolsite, and including how the school district will
promote parental participation in programs for unduplicated pupils and individuals with exceptional
needs.
(4) Pupil achievement, as measured by all of the following, as applicable:
(A) Statewide assessments…
(B) The Academic Performance Index…
(C) The percentage of pupils who have successfully completed courses that satisfy the requirements for
entrance to the University of California and the California State University, or career technical education
sequences…
(D) The percentage of English learner pupils who make progress toward English proficiency…
(E) The English learner reclassification rate.
(F) The percentage of pupils who have passed an advanced placement examination with a score of 3 or
higher.
(G) The percentage of pupils who participate in, and demonstrate college preparedness pursuant to, the
Early Assessment Program…or any subsequent assessment of college preparedness.
(5) Pupil engagement, as measured by all of the following, as applicable:
(A) School attendance rates.
(B) Chronic absenteeism rates.
(C) Middle school dropout rates…
(D) High school dropout rates.
(E) High school graduation rates.
(6) School climate, as measured by all of the following, as applicable:
(A) Pupil suspension rates.
(B) Pupil expulsion rates.
(C) Ot7-12, respectively)…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 as a result of the funding received pursuant to Section 42238.02 (LCFF)…
(8) Pupil outcomes, if available, in the subject areas described in Section 51210 and subdivisions (a) to
(i), inclusive, of Section 5
Local Control Accountability Plan (LCAP)
•Three-year
plan, annually
updated.
Describes both of the
following:
• Annual goals, for all
pupils to be achieved
for each of the state
priorities and for any
additional local
priorities.
• Specific actions
the school district
will take during each
year to achieve the
goals.
“Numerically
Significant”
• At least 30
valid scores.
• For foster
youth, 15 valid
scores.
1. Basic Services (Williams)
Teachers appropriately
assigned and fully
credentialed.
Student access to
standards-aligned
instructional
materials.
School facilities maintained
in good repair.
2. Implementation of State Standards
3. Parental Involvement
Parent advisory committee.
English learner parent
advisory committee.
Notify
members of
the public and
hold at least
one public
hearing.
4. Student Achievement
Statewide
Assessments
5. Student Engagement
School attendance rates.
Chronic absenteeism rates.
Middle school dropout rates.
High school dropout rates.
High school
graduation rates.
6. School Climate
Pupil
suspension
rates.
Pupil
expulsion
rates.
Other local
measures.
7. Access to Courses
“A full
belly is
little worth
where the
mind is
starved.”
-- Mark Twain
8. Other
Student
Outcomes
Staff
Participation
A Single Plan
• Integrate Fed
• School reviews *
• SARC data format
• Local priorities *
LCAP Links to SARC
• “reported in a manner
consistent with how
information is
reported on a school
accountability
report card.”
Public Meeting for Approval
and...
Does not have to be submitted
to the SBE.
Is subject to UCP.
May not be waived by SBE or
SSPI.
Pause and Reflect
• What questions or comments do you have
about LCAP components. What about the
plan works for you? What’s problematic?
• What other information have you heard that
should be shared?
Timeline
• Initial SBE feedback to policies and templates: Nov. 6-7
• Preview of policies/templates in Riverside County: Nov. 21
• Fiscal policies due January 31, 2014
• SBE required to adopt template for LCAP by March 31, 2014
• June 2014, LEA Board Approval
Must be reviewed at board meeting prior to approval at
subsequent board meeting.
• Due July 1, 2014
• Content vs. Format….start now!
Data consistent with SARC format.
(Embrace the ambiguity.)
“a holistic, multidimensional assessment of
school district and individual schoolsite
performance...”
LCFF Priorities Checklist
• Elements of LCAP
planning in one place.
Updated Annually
A
P
S
D
What Can We Do Now?
Follow federal
regulations.
What Can We Do Now?
Maintain local
advisory groups.
What Can We Do Now?
Maintain ROP, Adult
Education, and Home-toSchool Transportation.
What Can We Do Now?
Introduce procedures that will
be required in 2014–15:
Calendar events.
Create writing team.
Advisory committees in place.
Document, document, document.
What Can We Do Now?
Look for existing data,
strategies, and actions in
your program that are
successful with eight state
priorities. What’s missing?
What Can We Do Now?
Define your core program.
Study what works best for ELs and
low performing students: target
LCFF augmentation $ for them.
Brainstorm how to supplement this
w/ Title I and III from your LEAP
What Can We Do Now?
Map out CSR over 3 years.
Consider what it looks like to
add coaches, counselors,
interventions etc. over time.
What are personnel needs for
‘14-15? (March deadline)
What Can We Do Now?
Think Performance-Based
Budgeting.
What does it look like to plan
for and fund performance?
Does the strategy work?
Update budget for what works.
Performance-Based Budgeting
• “Performance budgets use statements of
missions, goals and objectives to explain why
the money is being spent. It is a way to
allocate resources to achieve specific
objectives based on program goals and
measured results.”
Peter van der Knapp
• The key to understanding performance-based
budgeting lies beneath the word “results”.
Pause and Reflect
• Think of an instructional strategy, practice,
routine, that is working for your students,
especially those who often struggle. Share
that success story with a partner.
Support and Intervention
What If the LCAP
Is not Approved?
• A County Superintendent
of Schools (CSOS) must
provide technical
assistance if:
– the CSOS does not approve
an LEA’s Plan;
– the CSOS does not approve
an LEA’s annual update; or
– the governing board of an
LEA request technical
assistance.
Support and Intervention Options
• CSOS may:
Identify the LEA’s strengths and weaknesses.
Support and Intervention Options
• CSOS may:
– Assign a team of
academic experts to
assist the LEA.
– Solicit another LEA to
act as a partner to
the LEA in need of
technical assistance.
Support and Intervention Options
• CSOS may:
– Request that the
SSPI assign the
California
Collaborative for
Educational
Excellence (CCEE)
Who Is Assigned Technical Assistance?
LEAs that fail to improve student achievement:
-- More than one
state priority.
-- One or more
pupil subgroups.
Who Is Assigned Technical Assistance?
LEAs that fail to improve student achievement:
-- More than one
state priority.
-- One or more
pupil subgroups.
Technical Assistance
LEAs who
request TA
pay for
services.
State Intervention
What warrants State Superintendent intervention?
• The LEA did not improve outcomes for three or more subgroups
in three out of four consecutive years.
• After advice and assistance to the LEA, the CCEE reports:
 The LEA has failed to implement recommendations.
 Inadequate performance is persistent or acute.
LCAP
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vanosdnioasdfn) All of the following are state priorities:
(1) The degree to which the teachers of the school district are appropriately assigned in accordance
with Section 44258.9, and fully credentialed in the subject areas, and, for the pupils they are teaching,
every pupil in the school district has sufficient access to the standards-aligned instructional materials
as determined pursuant to Section 60119, and school facilities are maintained in good repair as
specified in subdivision (d) of Section 17002.
(2) Implementation of the academic content and performance standards adopted by the state board,
including how the programs and services will enable English learners to access the common core
academic content standards adopted pursuant to Section 60605.8 and the English language
development standards adopted pursuant to Section 60811.3 for purposes of gaining academic content
knowledge and English language proficiency.
(3) Parental involvement, including efforts the school district makes to seek parent input in making
decisions for the school district and each individual schoolsite, and including how the school district will
promote parental participation in programs for unduplicated pupils and individuals with exceptional
needs.
(4) Pupil achievement, as measured by all of the following, as applicable:
(A) Statewide assessments…
(B) The Academic Performance Index…
(C) The percentage of pupils who have successfully completed courses that satisfy the requirements for
entrance to the University of California and the California State University, or career technical education
sequences…
(D) The percentage of English learner pupils who make progress toward English proficiency…
(E) The English learner reclassification rate.
(F) The percentage of pupils who have passed an advanced placement examination with a score of 3 or
higher.
(G) The percentage of pupils who participate in, and demonstrate college preparedness pursuant to, the
Early Assessment Program…or any subsequent assessment of college preparedness.
(5) Pupil engagement, as measured by all of the following, as applicable:
(A) School attendance rates.
(B) Chronic absenteeism rates.
(C) Middle school dropout rates…
(D) High school dropout rates.
(E) High school graduation rates.
(6) School climate, as measured by all of the following, as applicable:
(A) Pupil suspension rates.
(B) Pupil expulsion rates.
(C) Ot7-12, respectively)…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 as a result of the funding received pursuant to Section 42238.02 (LCFF)…
(8) Pupil outcomes, if available, in the subject areas described in Section 51210 and subdivisions (a) to
(i), inclusive, of Section 5
State Intervention Options
Make changes to an
LEA’s LCAP.
State Intervention Options
Develop and impose a budget
revision in conjunction with a
revised LCAP.
State Intervention Options
Stay or rescind an
action
that would prevent
student improvement.
State Intervention Options
Appoint an
academic trustee
to exercise
powers on
his/her behalf.
State Intervention
If any action is taken, the
SSPI will notify:
– CSOS
– CBOE
– LEA Superintendent
– LEA Governing
Board
California Collaborative for
Educational Excellence (CCEE)
Purpose:
Assist COEs
and LEAs in
achieving
LCAP goals.
Who is the CCEE?
Individuals, LEAs or organizations
with the expertise, experience, and a
record of success in:
• State priorities.
• Improving the quality of teaching.
• Improving the quality of school
district and school-site leadership.
• Addressing needs of special
populations.
Who does the CCEE Assist?
• Governing boards who request the advice and
assistance of the CCEE.
• LEAs for whom the CSOS believes the advice
and assistance of the CCEE is necessary to
help the school district or charter school
accomplish the LCAP goals.
• LEAs for whom the SSPI believes the advice
and assistance of the CCEE is necessary to
help the school district or charter school
accomplish the LCAP goals.
Also must identify evidence based programs
that could be used to meet goals
If LEA is identified as persistently
underperforming
Also must identify evidence based programs
that could be used to meet goals
If LEA is identified as persistently
underperforming and had CCEE
A Gift of More Local Control
After All – Who’s this Cake for?