Local Control Accountability Plan

Development

WELCOME

February 18, 2014

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LCAP Budget

Revisited

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Districtwide and SchoolwideExpenditures

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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 basis2. Description of how services are directed towards meeting the

district’s goals for unduplicated students in the state priority areasDistricts 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 basis2. Description of how services are directed towards meeting the

district’s goals for unduplicated students in the state priority areas3. 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 FundsDistricts 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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LCAP Goal Considerations

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State Board Grouped the 8 Priorities

Conditionsfor Learning

Basic (1)

Implementation ofState Standards (2)

Course Access (7)

Additional Prioritiesfor County Officeof Education:

Expelled Pupils (9)

Foster Youth (10)

Pupil Outcomes

Pupil Achievement (4)Other Pupil Outcomes (8)

Engagement

Parent Involvement (3)Pupil Engagement (5)School Climate (6)

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LCAP Instructions

• Describe annual goals and expected and actual progress toward meeting goals. This section must include specifics projected for the applicable term of the LCAP, and in each annual update year, a review of progress made in the past fiscal year based on an identified metric.

• Charter schools may adjust the chart on Slide 50 to align with the term of the charter school’s budget that is submitted to the school’s authorizer pursuant to Education Code section 47604.33. 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.

• Goals must address each of the state priorities and any additional local priorities; however, one goal may address multiple priorities.

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LCAP Instructions (continued)

• The LEA may identify which school sites and subgroups have the same goals, and group and describe those goals together. The LEA may also indicate those goals that are not applicable to a specific subgroup or school site. The goals must reflect outcomes for all pupils and include specific goals for school sites and specific subgroups, including pupils with disabilities, both at the LEA level and, where applicable, at the schoolsite level.

• To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and local priorities from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and input requested from, school site-level advisory groups (e.g., school-site councils, English Learner Advisory Councils, pupil advisory groups, etc.) to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet the goal.

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Guiding Questions from LCAP Template

1. What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”?

2. What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”?

3. What are the LEA’s goal(s) to address state priorities related to “Engagement” (e.g., pupil and parent)?

4. What are the LEA’s goal(s) to address locally-identified priorities?

5. How have the unique needs of individual school sites been evaluated to inform the development of meaningful district and/or individual school site goals (e.g., input from site-level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth school-level data analysis, etc.)?

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Guiding Questions from LCAP Template (continued)

6. What are the unique goals for subgroups as defined in Education Code sections 42238.01 and 52052 that are different from the LEA’s goals for all pupils?

7. What are the specific predicted outcomes/metrics/noticeable changes associated with each of the goals annually and over the term of the LCAP?

8. What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority and/or to review progress toward goals in the annual update?

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Guiding Questions from LCAP Template (continued)

9. What information was considered/reviewed for individual school sites?

10.What information was considered/reviewed for subgroups identified in Education Code section 52052?

11. In the annual update, what changes/progress have been realized, and how do these compare to changes/progress predicted? What modifications are being made to the LCAP as a result of this comparison?

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Conditions for Learning:Basic Services

• 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 standards-aligned instructional materials

• School facilities are maintained in good repair

Priority#1

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Conditions for Learning:Implementation of State

Standards

• 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

Priority#2

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Conditions for Learning:Course Access

• 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 51220 (English, social science, foreign language, physical education, science, mathematics, visual and performing arts, applied arts, career technical education, and automobile driver education).

Priority#7

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Conditions for Learning:Expelled Students (COE only)

• County Office of Education will coordinate instruction of expelled pupils pursuant to Education Code section 48926

Priority#9

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Conditions for Learning:Foster Students (COE only)

• 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

Priority#10

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Pupil Outcomes:Pupil Achievement

• 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

Priority#4

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Pupil Outcomes:Other Pupil Outcomes

• Pupil outcomes in the subject areas describedin Education Code 51210 (grades 1 to 6) and51220 (grades 7 to 12)

Grades 1 to 6EnglishMathematicsSocial scienceScienceVisual and performing arts HealthPhysical education and Other subjects as determined by the governing board

Grades 7 to 12EnglishSocial scienceForeign languagePhysical educationScienceMathematicsVisual and performing arts, Applied artsCareer technical education, and Automobile drive education

Priority#8

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Engagement: Parent Involvement

• 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

Priority#3

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Engagement: Pupil Engagement

• School attendance rates

• Chronic absenteeism rates

• Middle school dropout rates

• High school dropout rates

• High school graduation rates

Priority#5

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Engagement: School Climate

• Pupil suspension rates

• Pupil expulsion rates

• Other local measures including surveys of pupils, parents, and teachers on the sense of safety and school connectedness

Priority#6

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Goal Metrics Defined

• LEAs must, at a minimum, use the specific metrics that statute explicitly references as required elements for measuring progress within a particular state priority area.

• Example: Priority #5 Pupil Engagement…”as measured by all of the following, as applicable:”

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Engagement: Pupil Engagement

• School attendance rates

• Chronic absenteeism rates

• Middle school dropout rates

• High school dropout rates

• High school graduation rates

Priority#5

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Goal Development “Refresher”

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Step 6: Develop SMART goals (4-7) to address gaps.

District’s vision

- (minus) Current Reality (data)

________________________________

= (equals) Gaps (which translate into goals for the next three years)

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 Identified Need and Metric

(What needs have been

identified and what metrics are used to

measure progress?)

Goals   Annual Update:

Analysis of Progress

  Related State and Local Priorities

(Identify specific state priority.

For districts and COEs, all

priorities in statue must be included and

identified; each goal may be

linked to more than one priority if appropriate.)

Description of

Goal

Applicable Pupil

Subgroup(s) (Identify

applicable subgroups (as

defined in EC52052) 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.)

What will be different/improved for students?

(based on identified metric) 

LCAPYear 1:2014-15

  

Year 2: 2015-16

  

Year 3: 2016-17

50% of 3rd grade EL students are reading, writing, speaking and listening proficiently in English by the end of 3rd grade based upon CELDT and ADEPT scores.

80% of the district’s 3rd grade EL students will read, write, speak and listen in English proficiently by the end of 3rd grade.

    

K-3 English learners

    

All K-8 Schools

   

Review of CELDT

and ADEPT scores

 60% EL language

proficiency rates by the end of 3rd

grade

 70% EL language

proficiency rates by the end of 3rd

grade

 80% EL language

proficiency rates by the end of 3rd

grade

 Priority #2, #4,

#8 

Section 2: Goals and Progress Indicators

Priority #4: Pupil Achievement

Metrics, as applicable:

•Performance on Standardized Tests (N/A until 2015-16)

•Score on API

•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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Goal Development Practice

• District teams identify one “SMART goal for priority #5 using an applicable metric and post using chart paper.

• Gallery walk: SMART goals or not?

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LCAP Section 3-A

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Guiding Questions from LCAP Template

1. What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to specific school sites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP?

2. How do these actions/services link to identified goals and performance indicators?

3. What expenditures support changes to actions/services as a result of the goal identified? Where can these expenditures be found in the LEA’s budget?

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Guiding Questions from LCAP Template (continued)

4. In the annual update, how have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes?

5. In the annual update, how have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052, including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes?

6. In the annual update, how have the actions/services addressed the identified needs and goals of specific school sites, and did the provision of those actions/services result in the desired outcomes?

7. In the annual update, what changes in actions, services, and expenditures have been made as a result of reviewing past progress and/or changes to goals? 31

LCAP Template for Section 3, Part A

• What annual actions, and the LEA may include any services that support these actions, are to be performed to meet the goals described in Section 2 for ALL pupils and the goals specifically for subgroups of pupils identified in Education Code section 52052 but not listed in Table 3B (e.g., Ethnic subgroups and pupils with disabilities)?

• List and describe expenditures for each fiscal year implementing these actions, including where these expenditures can be found in the LEA’s budget.

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LCAP Template for Section 3, Part A (continued)

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 Year 2: 20XX-XX Year 3: 20XX-XX

               

        

    

        

    

        

    

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SMART Action Steps

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LCAP SMART Action Steps

Formulate SMART goals and groups to participate in each

goal, and metrics to be used for

measuring growth.

Identify existing human and fiscal resources: school, district and community . (SWOT strengths)

Determine necessary/anticipated expenditures for each year of the LCAP for the goal’s implementation.

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Determine timeline for implementing actions over the first three years of the LCAP to meet goals, as defined by metrics.

Develop specific, measurable (research-based) action steps that will “backwards map” to goal fruition.

Determine an efficient, effective evaluation process for monitoring implementation of each action step. Assign monitoring responsibilities.

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District Goal 1  

 80% of the district’s 3rd grade students will read, write, speak and listen proficiently in English by the end of 3rd grade.

Human:TeachersPrincipalsAssist. Supt.Supt. 

Fiscal:LCFF, Title III, Title I, Migrant 

Materials/Facilities:2008 Reading/language arts adoption W/O ELD 

1. Conduct student shadowing activity/needs assessment 2. Hire a district ELD “coach” To support classroom teachers 3. Provide PD/support to teachers/admins based upon needs assessment data 4. Comprehensive PD in CELDT language proficiency levels, rubrics and implementation in classroom. Adopt ELD formative assessment. 5. PLCs create grade-level examples/exemplars for instruction 6. Implement research-based EL instructional strategies   7. Train teachers in “new” ELD standards and framework 8. Review/select ELD curriculum aligned to CCSS  9. Purchase curriculum 10. Train all teachers in ELD Curriculum 11. Implement/monitor 

April, 2014   June, 2014    June-Aug, 2014    June-Aug, 2014      June-Aug, 2014    2014-15    Nov-Jan 2014-15   April, 2015   May, 2015   June, 2015

 • 2015-2017

N/A   LCFF, Title I, III $ 70,000-$ 100,000 • LCFF, Title I, III Coach or contract? Substitutes LCFF, Title I, III Coach or contract? Substitutes  $ 150+ per teacher LCFF  0-Contract fee LCFF, Title I, III   N/A   0-Contract fee LCFF, Title I, III   N/A

  LCFF Cost will vary  LCFF

Cost will vary N/A

Principals, district support staff

  Supt., Assist. Supt.

    District ELD Coach Principals Assist. Supt.  District ELD Coach Principals Assist. Supt.    District ELD Coach Principals Teachers  District ELD Coach Principals 

District ELD Coach Principals   District ELD Coach Principals  Supt., Assist. Supt.

  District ELD Coach

  District ELD Coach Supt, Assist. Supt. Principals 

Current Resources Action Steps to Goal Time Line Expenditures Person(s) Responsible

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Priority #5: Pupil Engagement

5.Pupil engagement as measured by multiple indicators including, but not limited to,

– rates associated with attendance, – chronic absenteeism, – dropout (middle and high school), and – high school graduation.

Research-based Practices Example

• School climate• Lack of access to health care (mental and physical)• No safe path to school (transportation issues)• Bullying• Excessive suspensions instead of restorative/rehabilitative

approaches• Chronic health conditions (e.g. asthma, diabetes, dental, etc.)• Homelessness• Domestic violence• Sexual exploitation• Parental neglect• Teenage rebellion • Drug or alcohol abuse

Barriers to Attendance

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How to proactively address chronic absenteeism due to

health issues

• Board adopted policies on verifying excessive excused absences for health reasons (see handout for example CDE form)

• Multi-disciplinary team to address needs of chronically absent students– Team typically consists of credentialed school

district nurse, Probation, mental health representatives, family advocate, and DHS, etc.

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Information and web link in resource matrix handout for free download

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Resource List for Priority #5

• Resource Matrix for examples such as….– Coordinated School Health Approach– Parent Project– Truancy prevention models

• Such as TRACK Coalition, DA Truancy Consortia

• DATT and SATT downloads and forms

– Foster youth services

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LCAP Funding Priority #6

6. School Climate – as measured by all of the following

– Pupil suspension rates– Pupil expulsion rates– Other local measures, including surveys of

pupils, parents, and teachers on sense of safety and school connectedness (e.g. California Healthy Kids Survey)

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What is Cal-SCHLS?

• The California School Climate, Health and Learning Surveys Data System– www.cal-schls.wested.org

• Three linked assessment tools:– The California Healthy Kids Survey (CHKS)– The California School Climate Survey (CSCS)

– The California School Parent Survey (new, fall 2010)

• Each survey has its own website: chks/cscs/csps.wested.org

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LCAP Homework

Due: March 3, 2014

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• Complete sections 2 and 3-A, with estimated LCFF expenditures