LCFF/LCAP
LCAP Summit 3
March 27 and April 8, 2015
Nancy Brownell
SBE Senior Fellow for Local Control and Accountability
and
SMCOE LCAP Team
SMCOE Accountability-Innovation-Results
www.smcoe.org
AGENDA
 Nancy Brownell – SBE Senior Fellow for Local
Control Accountability
 English Learner Considerations for LCAP
 Foster Youth Considerations for LCAP
 Unduplicated and Low-Income pupils
Considerations for LCAP
 Technology and Instructional Technology
considerations for LCAP
 2015-16 LCAP Approval Timeline
www.smcoe.org
CALIFORNIA STATE
BOARD OF
EDUCATION
Progress on LCFF/LCAP
Implementation: Continuous
Learning and Improvement
Nancy S. Brownell, Senior Fellow, State Board of Education Staff
Local Control and Accountability Team
San Mateo LCAP Summit 3 – March 27, 2015
CALIFORNIA STATE BOARD OF EDUCATION
Governor Brown’s
State of the State
CALIFORNIA STATE
BOARD OF
EDUCATION
“We are at a crossroads,” he said. “With
big and important new programs now
launched and the budget carefully
balanced, the challenge is to build for
the future, not steal from it, to live
within our means and to keep California
ever golden and creative, as our
forebears have shown and our
descendants would expect.”
4
Notable Quotes – State of
the State
CALIFORNIA STATE
BOARD OF
EDUCATION
“Now – decades later – we have finally created a much
fairer system of school funding, called the Local Control
Funding Formula. Under the provisions of this law, state
funds are directed to school districts based on the
needs of their students. Districts will get significantly
more funds based on the number of students from
foster care, low-income families and non-Englishspeaking parents. This program also breaks with
decades of increasing centralization by reducing state
control in favor of local flexibility. Clear goals are set,
and their enforcement is entrusted to parents and local
officials. This puts California in the forefront of
educational reform.”
5
Notable Quotes – State of
the State
CALIFORNIA STATE
BOARD OF
EDUCATION
“The tasks ahead are daunting: making sure that
the new system of local control works; recruiting
and training tens of thousands of teachers;
mastering the Common Core Curriculum; and
fostering the creativity needed to inspire
students. Teachers need to be held accountable
but never forget: they have a tough job to do.
They need our encouragement, not endless
regulations and micro-management from afar.”
6
LCFF Big Ideas
CALIFORNIA STATE
BOARD OF
EDUCATION
• The changes introduced by the Local Control
Funding Formula (LCFF) represent a major
shift in how California funds Local Educational
Agencies (LEAs).
• Under LCFF, California funds school districts,
charter schools, and county offices of
education equally per student with
adjustments based on grade levels and
demographic characteristics.
• LCFF replaces complexity in favor of equity,
transparency, and performance.
7
LCFF Big Ideas
CALIFORNIA STATE
BOARD OF
EDUCATION
• In conjunction with the new funding
formula, we adopted a new system of
support and technical assistance for
districts.
• Founded on annual plans and
evaluation rubrics.
• Districts develop, adopt and implement
3-year plans to improve student
performance.
• Builds on a continuous improvement
8
model of accountability.
Local Control and
Accountability Plans
CALIFORNIA STATE
BOARD OF
EDUCATION
• Major changes to a belief and
structured finance and student
outcome system
• Continuum of Connections: Needs
Assessment
Goals
Resource
Alignment
Services
Student
Outcomes
• Situated in a developing, new
accountability system for California
• State priorities are the foundation
9
Local Control and
Accountability Plans:
Guiding Principles
CALIFORNIA STATE
BOARD OF
EDUCATION
• Performance-focused – relationship among
plans, funding use, outcomes for students
• Simplicity and transparency
• Student-focused – local identification of
needs, provide equitable opportunities
• State priorities – define metrics, but rely on
local determination of measurement
• Stakeholder engagement – parents,
students educators, broader community
10
District Implementation and
Continuous Improvement
Goals and
Outcomes
CALIFORNIA STATE
BOARD OF
EDUCATION
Reasons for
Budget
Differences
Actions and
Services
Progress
and Needed
Changes
Schools and
High Need
Students
Measures
and Metrics
11
Continuous Planning and
Evaluation System
District LCAP
Development &
Updates
CALIFORNIA STATE
BOARD OF
EDUCATION
COE Support as
Needed
COE
Assessment of
District
Performance
LAO Report January 20, 2015
District LCAP
Adoption &
COE Approval
District LCAP
Implementation
12
8 State Priorities and Related Data Elements
Needs Assessment






Goals
Student Achievement
Performance on assessments
Academic Performance Index
College and Career Readiness
English learners becoming
reclassified and proficient
Advanced Placement Exams
passage
Prepared through Early
Assessment Program
Basic Services
 Rate of teacher mis-assignments
 Student Access to standardsaligned instructional resources
and materials
 Facilities
Course Access
 Student access and enrollment in
13
courses
of study
Resource
Alignment
School Climate
 Student
suspension rates
 Student
expulsion rates
 Other local
measures
Parental
Involvement
 Efforts to seek
parent input
 Promotion of
parental
participation
and leadership





Services
Outcomes
Student Engagement
School attendance rates
Chronic absenteeism rates
Middle School dropout rates
High School dropout rates
High School graduation rates
Implementation of State
Standards
 Implementation results for all
students, including English
learners
Other Student Outcomes
 Other indicators of student
performance in courses of study.
May include performance and
other exams.
LCAP Actions and Services
CALIFORNIA STATE
BOARD OF
EDUCATION
• Technical and relationship challenges
• Measure progress on process and
outcomes
• Trust is as important as the measurement
expectations
• Use the local data you have as formative
measures, not as a complete design this
year
• Process for using the metrics also needs
to engender trust and rapport
14
Strong Formative Metrics
CALIFORNIA STATE
BOARD OF
EDUCATION
• Credible: Are within your sphere of
influence or control, and your schools;
leadership, and community believe
they will contribute to the results.
• Feasible: Require data that you can
realistically obtain.
• Valuable: Answer the “so what”
questions, go beyond activities to
outcomes and goals.
15
Formative Assessment: Key
to Instructional Decisions
CALIFORNIA STATE
BOARD OF
EDUCATION
• A process used
by teachers and
students during
instruction that
provides
feedback to
adjust ongoing
teaching and
learning to
improve
students’
achievement of
intended
instructional
outcomes.
Learning
progressions,
goals, success
criteria
Evidence
of learning
during
lessons
Collaborative
classroom
culture
Descriptive
feedback
Self- and
PeerAssessment
16
(ELA/ELD Framework, Ch.8, pp. 9, 30; CCSSO, 2008)
Formative Progress –
Continuous Improvement
CALIFORNIA STATE
BOARD OF
EDUCATION
Agree on and
implement/fine
tune changes.
Define
Improve
Analyze,
examine and
communicate
data, adjust.
Actions and
services in year 1,
and how you will
achieve them.
Measure
Learn
Collect
information,
verify and make
inferences, add to
data system.
17
LCAP Annual Update
Instructions
CALIFORNIA STATE
BOARD OF
EDUCATION
• For each goal in the prior year LCAP, review
the progress toward the expected annual
outcome(s) based on, at a minimum, the
required metrics pursuant to Education Code
sections 52060 and 52066.
• The review must include an assessment
of the effectiveness of the specific actions.
• Describe any changes to the actions or goals
the LEA will take as a result of the review and
assessment. In addition, review the
applicability of each goal in the LCAP.
18
LCAP Challenges
How do we get from here …
to here?
CALIFORNIA STATE
BOARD OF
EDUCATION
County Office
and Local
Board
approved
LCAP, 3-year
plan
All students
leave high
school
college and
career ready;
English Learner,
high poverty, foster
students,
successfully served.
…and what actions and services will help?
19
Evaluation Rubrics
(E.C. 52064.5)
• Purpose:
CALIFORNIA STATE
BOARD OF
EDUCATION
• Create evaluation rubrics to evaluate strengths and
weaknesses and inform support and assistance
related to state and local priorities
• Process:
• Broad input – Rubric Design Group, regional input
sessions, policy input sessions, additional
stakeholder engagement
• Transparency – Conceptual Example (January), Draft
(March), Update and Resource Examples (May),
Final for Review (July), Final for Adoption
(September)
• Outcome:
• Adoption of evaluation rubrics by October 1, 2015
Evaluation Rubrics Statutory
Requirements
• To assist local education agencies to identify strengths,
weaknesses, and areas that require improvement
CALIFORNIA STATE
BOARD OF
EDUCATION
• To assist County Offices of Education to identify school
districts and charter schools in need of technical assistance
• To assist the State Superintendent in identifying school
districts for which intervention is warranted
• To reflect a holistic, multidimensional assessment of school
district and individual school site performance and include all
of the state priorities
• To include standards for school district and individual
school site performance and expectation for improvement
in regard to each of the state priorities
Standards for Performance and
Improvement
CALIFORNIA STATE
BOARD OF
EDUCATION
• The evaluation rubrics are oriented towards changes in
outcomes evidenced by improvement and growth
• Progress towards Standards:
– Growth orientation for state priorities
– Include statewide reference points, for metrics with common
statewide definitions and data sets, and locally determined
reference points for locally determined metrics
• Questions about Standards:
–
–
–
–
How will statewide reference points be crafted?
How will local reference points be crafted?
How will growth be defined?
Will the availability of state-managed data change?
• Appendix A provides an overview of the data currently available on a
statewide basis
• This is an important area to which explicit feedback will be
sought regarding the approach to establishing reference
points and how they will apply
Key Principles for Evaluation
Rubrics Design Process
CALIFORNIA STATE
BOARD OF
EDUCATION
• Align to the LCFF design principles: (1) studentfocused, (2) equity, (3) transparency, and (4)
performance.
• Serve as a resource that LEAs find useful to
guide reflections and provide helpful ideas to
support students.
• Support of a continuous improvement process
focused on student-level outcomes.
• Facilitate reflection that supports local
ownership of planning and implementation of
actions that support student-level outcomes. 23
Key Principles for Evaluation
Rubrics Design Process
CALIFORNIA STATE
BOARD OF
EDUCATION
• Not grade nor judge, but provide ways to
identify strengths, areas for improvements,
and strategies to improve.
• Include other resources and tools that in
combination support high-quality planning and
implementation.
• Extend to all strategic planning and
implementation efforts.
• The evaluation rubrics are not limited to LCAPs.
24
Evaluation Rubrics Address
Strengths, Areas in Need of
Improvement, Needs
Assessment
EVALUATION
RUBRICS
Provide Standards –
Improve Outcomes –
Guide Practice
Progress Assessment
Plan Development
(Example: LCAP)
Progress Monitoring
(Example: Annual Update)
Plan Revision/
Update
Strengths, Areas in Need of
Improvement, Needs
Assessment
Analysis and Attention
Student Outcomes
Validation
Assistance
No Growth/
Improvement
Growth/
Improvement
Overview of the Draft Evaluation Rubrics

Data Analysis




Outcome Analysis



Complements the data analysis component
Reflection and further analysis of factors contributing to and/or in need
of improvement
Practice Analysis



Display and analysis of state and local metrics
Emphasis on growth with state and local reference points
Includes local educational agency (LEA), student subgroup, and school
levels data
Further reflection regarding efforts to support improvement in
outcomes
Assists LEAs to identify practices needed to reach state and local
outcome expectations
Practice Guides and Other Resources

Drawn from Institute of Education Sciences Practice Guides
System Components CA Collaborative for
Educational Excellence
CALIFORNIA STATE
BOARD OF
EDUCATION
• Charged with Helping Districts
– Improve achievement within the context
of the state priorities
– Enhance the quality of teaching
– Improve district/school-site leadership
– Address the needs of priority student
populations
– Help achieve LCAP goals
27
CA Collaborative for
Educational Excellence
CALIFORNIA STATE
BOARD OF
EDUCATION
• Members
– State Superintendent - Tom Torlakson
– SBE Appointee – Sue Burr
– County Superintendent (Senate Rules)
• Michael Watson – Santa Cruz COE
– District Superintendent (Governor)
• Sandy Thorstenson – Whittier Union HS
– Teacher (Speaker)
• Tim Sbranti - Dublin
• Riverside County Office of Education Contract
28
Common Goal
CALIFORNIA STATE
BOARD OF
EDUCATION
Ensure that students learn what they
need to know and do to be successful
in life, having been well-taught by
competent professionals in
adequately resourced schools that are
responsive to student needs.
29
Key Purposes of New
Accountability System
CALIFORNIA STATE
BOARD OF
EDUCATION
• Provide transparent decision making
processes in support of student
achievement and outcomes.
• Focus district and school leaders on
significant areas for improvement and
raise the sense of urgency to do so.
30
Key Purposes of New
Accountability System
CALIFORNIA STATE
BOARD OF
EDUCATION
• Report well-timed, accessible and actionable
data for use by educators, parents,
community members and policymakers.
• Drive continuous improvement and allow
the state to differentiate the performance of
districts and schools in need of support and
technical assistance.
• Strengthen confidence in the educational
system and return on investment.
31
New Accountability System
CALIFORNIA STATE
BOARD OF
EDUCATION
• Build on the foundations of LCFF, state
priorities and implementation of new
student academic standards and
assessments
• Increase district and school capacity and
drive continuous improvement
• Focus on a broader set of outcomes than
in the past, reflect more clearly what
students need in order to be prepared for
college, careers, and citizenship
32
New Accountability System
CALIFORNIA STATE
BOARD OF
EDUCATION
• Decisions and actions are aligned and
consistent towards ensuring students
are ready for college and careers
• Differentiate the performance of
schools and districts in reliable and
meaningful ways so they receive
appropriate support and assistance
• Improve performance across the
systems, increase achievement and
efficiency, strengthen local capacity 33
This figure shows the elements and their connections to form California’s emerging
accountability system. From left to right are Classroom and School Practices, Local
Accountability Processes, and State Accountability Process. Each element is shown as an equal
sized circle with a trailing tail that wrap around parts of the other elements. The tails do not fully
connect, but together form a complete system.
Accountability Pieces in Play
All the pieces not fully
developed yet.
Connecting
relationships
still emerging.
CALIFORNIA STATE
BOARD OF
EDUCATION
35
Collective Accountability
and Shared Responsibility
CALIFORNIA STATE
BOARD OF
EDUCATION
•
•
•
•
Student accountability
Parent responsibility
Teacher and leader accountability
Local school board and superintendent
accountability
• Higher education accountability
• Educator preparation provider accountability
• State accountability
36
Long Term Development
CALIFORNIA STATE
BOARD OF
EDUCATION
• State Priorities
• Local Control and Accountability Plan
(LCAP)
• Evaluation Rubric Design Process
• California Collaborative for Educational
Excellence (CCEE)
• Smarter Balanced and English Language
Proficiency Assessments
• Additional Assessments – State and
Local
37
Resources
• Nancy Brownell – nbrownell@cde.ca.gov
CALIFORNIA STATE
BOARD OF
EDUCATION
• State Board of Education Agendas
http://www.cde.ca.gov/be/ag/ag/index.asp
March Agenda, Item 6
• LCFF – WestEd Channel
http://lcff.wested.org/
• CDE LCFF http://www.cde.ca.gov/fg/aa/lc/
• CDE Common Core
http://www.cde.ca.gov/re/cc/
• CAASPP http://www.cde.ca.gov/ta/tg/ca/
38
Special Considerations for Key Subgroups & Issues
• English Learners
• Foster Youth
• Low-income Pupils
• Investing in Instructional Technology
www.smcoe.org
English Learners
March 27 and April 8, 2015
Nabila Massoumi, Ed.D., EL Services Coordinator
and
SMCOE LCAP Team
SMCOE Accountability-Innovation-Results
www.smcoe.org
Outcomes
Participants will:
 Review the required elements of the district’s
program(s) for English Learners (ELs)
 Reflect on the status of the district’s program(s)
for ELs
 Note the changes needed in the district’s 2015-16
LCAP to meet the needs of its ELs
www.smcoe.org
Program for English Learners - Purpose
District’s dual obligation to English
Learners:
• Program to overcome language
barriers (as quickly as possible)
• Provide meaningful access to district’s
core curriculum so no academic
deficits are incurred while learning
English
42
www.smcoe.org
Programs developed for English learners
must:
• Be based on scientific research or
educational theory
• Have adequate resources to fully
implement the program
• Produce results that show the
program is effective
43
www.smcoe.org
Ensuring ELs Meaningful and Equal Participation in the
District’s Educational Programs include:
• Identification of ELs
• Provision of ELD
• Staffing and Supporting
EL program(s)
• ELs meaningful access to
the district’s CORE
curriculum and
extracurricular
program(s)
• Evaluation of the
effectiveness of the
program(s) for ELs
• Serving ELs with special
needs
• Avoiding unnecessary
segregation
• Option to “Opt-out” from
district’s EL program(s)
• Monitoring the entrance
and exit criteria from EL
program(s)
• Meaningful
communication with
parents of ELs.
www.smcoe.org
Fact Sheet Jigsaw
• Work in Groups of no more than 5
• Assign equal sections per person
• Read your section and fill in the columns
connected to it on the handout
• Share a summary of your sections as well as
your reflection of what’s in place and what
still needs to be considered for the 2015-16
LCAP
45
www.smcoe.org
Team Discussion
• What are the current strengths of your LCAP in
addressing the 10 programmatic imperatives
identified previously?
• What the gaps/areas for further specificity
regarding the imperatives?
• How might you address them?
46
www.smcoe.org
Foster Youth
Renee Vorrises, Educational Liaison (North)
Rosanna Anderson, Educational Liaison (Central)
Lauren Sneed, Educational Liaison (South)
www.smcoe.org
Every child removed from
their home grieves that loss
no matter what the reason
they were removed.
www.smcoe.org
San Mateo County Foster Youth Services
A partnership between San Mateo County Office of Education and San Mateo
County Human Services Agency
•
•
•
•
•
•
•
Advocate for foster youth and their families on educational issues
Review/Evaluate transcripts
Gather educational records
Assist with educational transitions
Provide resources and referrals
Consult regarding educational issues and FY legislation
Provide training to local education agencies, group homes, social
services, and probation on educational issues affecting foster youth
www.smcoe.org/parents-and-students/foster-youth/
www.smcoe.org
LCFF
Local Control Funding Formula
For LCFF Purposes, the definition for Foster Child
is as follows:
All children or youth who are the subject of a petition filed under Welfare and Institutions
Code (WIC) Section 300 (meaning a court has taken jurisdiction over a child and declared the
child to be a dependent of the court due to the presence or risk of abuse or neglect), are
included regardless of whether they are living at home or are placed outside the home.
Children or youth who are the subject of a petition filed under WIC Section 602 however,
(meaning a court has taken jurisdiction over a child July 15, 2014 and declared the child to be
a ward of the court due to the child’s violation of certain laws) are included only if they have
been ordered by a court to be removed from home pursuant to WIC Section 727 and placed
in foster care as defined by WIC Section 727.4(d).
http://www.cde.ca.gov/fg/aa/lc/lcfffaq.asp#FOSTER
www.smcoe.org
Identification of Foster Youth
• One of the major issues which districts have faced in
the past is how to identify FY
• Now with LCFF, new foster reports will be available to
districts in CALPADS
– Under LCFF, provisions require California Department of Social
Services to share data on a weekly basis with the California
Department of Education for the purpose of identifying for LEAs the
students enrolled in their schools who are FY so that services can be
better coordinated and provided to these youth (EC Section 49085).
CALPADS Update Flash #95
– CALPADS Foster Reports 5.6 & 5.7
www.smcoe.org
Local Recommendations/Youth
Engagement
For consideration when developing
LCAP goals and services
for Foster Youth
www.smcoe.org
Voice of Our San Mateo County
Foster Youth
• California Youth Connection San Mateo Chapter
• Focus Groups Held
• Recommendations Made
www.smcoe.org
Other considerations for LCAP
• Increasing attendance of foster youth during
standardized testing days, particularly CAHSEE
• Contact Key Stakeholders: Social Worker, Probation Officer, Foster Parent
• Reducing the number of days from initial enrollment
to first day of class- streamlining the process
• Trained person at each school site to reach out to
youth
• One-on-one tutoring for addressing individual class
needs and overall “catch-up”
• Align school board policies with FY legislation
54
www.smcoe.org
Foster Youth Services
Supporting School Districts
• Provide Professional Development to school
districts/sites on the special needs of foster youth
• Provide Training at district/school site for staff,
faculty, counselors and administrators responsible for
FY on Educational Laws regarding foster youth
• Consultation/Collaboration
55
www.smcoe.org
Resources and Tools
For consideration when developing
LCAP goals and services
for Foster Youth
www.smcoe.org
Foster Youth Education Toolkit
1. Defining and Identifying Foster Youth and
their Education Rights Holders (ERH)
2. Enrolling Foster Youth
3. Determining the Needs of Foster Youth
4. Supporting Foster Youth in School
5. Disenrolling Foster Youth
www.smcoe.org
California Foster Care Education Law Factsheets

AB490
Nonpublic Schools

Education Decision Making Rights
Functional Behavior Assessments

AB 167/216
School Discipline

Early Care and Education
Special Education Discipline

Education for Transition Age Youth
Educationally Related Mental Health

Special Education
Services (ERMHS)
www.smcoe.org
Website Links and Resources
Foster Youth Education Toolkit
http://kids-alliance.org/wp-content/uploads/2015/03/EdToolkit.pdf
California Foster Care Education Law Factsheets (new – 2015!)
http://www.cfyetf.org/publications_11_3259084835.pdf
Sample District LCAP for Foster Youth
http://kids-alliance.org/wp-content/uploads/2014/02/Sample-District-LCAP-for-Foster-Youth.pdf
California’s Partial Credit Model Policy
http://kids-alliance.org/wp-content/uploads/2013/12/PCM_WEB_April2014.pdf
www.smcoe.org
THANK YOU
Renee Vorrises, Educational Liaison (North)
rvorrises@smcgov.org (650) 877-5603
Rosanna Anderson, Educational Liaison (Central)
rjanderson@smcgov.org (650) 802-6510
Lauren Sneed, Educational Liaison (South)
lsneed@smcgov.org (650) 599-5972
www.smcoe.org
Team Discussion
• What are the current strengths of your LCAP in
addressing the 5 programmatic imperatives
identified previously (from the Toolkit)?
• What the gaps/areas for further specificity
regarding the imperatives?
• How might you address them?
61
www.smcoe.org
LCAP Summit 3
Low Income
March 27 and April 8, 2015
SMCOE LCAP Team
SMCOE Accountability-Innovation-Results
www.smcoe.org
Outcomes
Participants will:
 Review the LCAP use of the terms: Unduplicated and
Low-Income pupils
 Review how to fund actions and services to support
LCAP goals
 Note the changes needed in the district’s 2015-16
LCAP to meet the needs of its Low-Income students
www.smcoe.org
Definitions:
Unduplicated:
“UNDUPLICATED pupil” means a pupil enrolled in a school
district or a charter school who is either classified as an English
learner, eligible for a free or reduced-price meal, or is a foster
youth. EC 42238.02(b)
 Fiscal Implications for S&C Calculations
 CALPADS Counts Report CA 1.17
www.smcoe.org
Definitions (Cont):
Low-Income pupils:
“Eligible for free or reduced-price meals” means determined to
meet federal income eligibility criteria or deemed to be
categorically eligible for free or reduced-price meals under the
National School Lunch Program. EC 42238.01 (a)
 How to assess the educational needs of Low-Income pupils?
 What LCAP goals are appropriate for Low-Income pupils?
www.smcoe.org
Determine the LEAs LCAP Low-Income Pupils
While observing ALL confidentiality laws:
CALPADS Manual:
https://www.calpads.ca.gov/Help/UserManual.htm#_Toc410129037
Report 1.17: FRPM/English Learner/Foster Youth – Count
Report 1.18: FRPM/English Learner/Foster Youth – Student list
www.smcoe.org
What needs to be included in the LCAP?
ALL resources the LEA
allocates to fund the
actions and services to
meet its LCAP Goals
www.smcoe.org
LCAP COMMUNICATION TO STAKEHOLDERS
ALL resources the LEA allocates to fund the actions and
services to meet its LCAP Goals.
Federal Revenue
Concentration
Supplemental
BASE
Other Revenue
3A
&
3B
· LCAP Goals to address
ALL State Priorities
· Actions, Services and its
anticipated expenditures
to meet the LCAP Goals
(2016-2018)
· Anticipated Actual
Expenditures in the LCAP
Update (2014-15)
· For ALL pupils
· For Low-Income pupils
· For English Learners
· For Foster Youth
· For Reclassified ELs
· Other pertinent
subgroups
68
www.smcoe.org
Team Discussion
• What are the current strengths of your LCAP in
explicitly addressing the needs of Low-income
pupils?
• What are the gaps/areas for further specificity
regarding services/actions for Low-income
pupils?
• How might you address them?
69
www.smcoe.org
LCAP Summit 3
Investing in Instructional Technology
March 27 and April 8, 2015
www.smcoe.org
QUESTIONS?
www.smcoe.org
The Approval Process
SMCOE LCAP Team
www.smcoe.org
Next Steps
LCAP Approval
www.smcoe.org
•
Finalize Consultation with stakeholders
•
Check May revision of proposed State budget (2015-16) and local implications
•
Invite public comment on draft of the 2015-16 LCAP
•
Present draft LCAP to PAC and DELPAC Committees
•
Respond to PAC and DELPAC comments in writing
•
Hold LCAP and Budget public hearing – (Remember 10-day posting requirement)
•
Receive LCAP and Budget Board-approval
•
Submit Board approved LCAP and Budget to SMCOE (within 5 days of Board
approval) – no later than June 30.
•
Receive LCAPs from charter schools (if applicable)
www.smcoe.org
QUESTIONS?
www.smcoe.org
LCAP TA Sessions
• Window #3:
– April 1-24, 2015
• 9-11AM or 2-4PM
– Please register here (if you haven’t already):
• http://www.signupgenius.com/go/20f0f4facac
23a6fb6-lcap
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www.smcoe.org