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www.smcoe.org
LCAP & Accountability Support
December 11, 2014
J Jesus ContrerasAccountability and Compliance Coordinator
Accountability – Innovation - Results
www.smcoe.org
AGENDA1.Welcome/Introductions
2.Mindset – LCAP Updates
3.2014-15 LCAP Update
> Goals; Expenditures; CORE Program
4. 2015-16 LCAP Journey
>Timeline
> Stakeholder Engagement
> LCAP; LEAP; SPSA Alignment and Other Plans Alignment
5. Uniform Complaint Procedures (UCP)
www.smcoe.org
Resources:
Episode 9 – SBE Template
http://vimeo.com/113332585
http://lcff.wested.org/lcff-channel/lcff-implementation-videos/episode-9/
California Department of Education (CDE) LCFF web page at: http://www.cde.ca.gov/fg/aa/lc/
www.smcoe.org
Resources:
The State Board of Education along with WestEd announced a new LCAP Webinar Series for LEAs. The LCAP Webinar Part 1 – A Tour of the New LCAP will be presented from 3:30-4:30 p.m. on Thursday, December 11, 2014.
Click here for: LCAP Webinar Part 1 http://lcff.wested.org/lcap-webinar-series-part-1-a-tour-of-the-new-lcap/
NORTH/SOUTH – Accountability Meetings Information
http://www.cde.ca.gov/ta/tg/ai/infomeeting.asp
www.smcoe.org
2014-15 LCFF-LCAP - Mindset
The 2014-15 revision/update of the Local Control and Accountability Plan (LCAP) will continue to be rooted in the principles for EQUITY established in the Local Control funding Formula (LCFF) statute:
Improved student outcomes & elimination of subgroup gaps
Subsidiarity
Transparency
Stakeholder Engagement
www.smcoe.org
LCAP Guiding Principles - Mindset
The revision of the LCAP should adhere then to the principles of:
Subsidiarity:
• Local control
• Flexibility based on local needs
• Tells a story about your community’s vision for its students and the path for arriving there
www.smcoe.org
Subsidiarity – A Reflective moment
•What is it?
•How does it look like at the Board level?
•How does it look like at the District-level Administration
•How does it look liked at the Site-level Administration?
•How does it look like at the Site School Site Council level?
•How does it impact Stakeholder Engagement?
www.smcoe.org
LCAP Guiding Principles - Mindset
Transparency:
• The LCAP must adequately demonstrate that the District is using LCFF funding to increase and improve services for ALL students, but is also keenly focused on the neediest students
www.smcoe.org
LCAP Guiding Principles - Mindset
Stakeholder Engagement:
• Stakeholders are meaningfully engaged in the development, continuous improvement and annual update/revision of the LCAP
•The LCAP and the district’s spending plan will be accessible to stakeholders
www.smcoe.org
LCAP Guiding Principles - Mindset
Ultimately and Most Importantly:
Student-Focused
• The LCAP must be based upon an assessment of student need
• The LCAP goals and actions of the plan must focus on improved outcomes for ALL students and the district’s subgroups
www.smcoe.org
www.smcoe.org
LCAP and Local Accountability
The LCAP effectively communicates to all stakeholders:
1. Locally defined LCAP GOALS
2. Actions and Services to achieve LCAP Goals
3. Expenditures associated with the LCAP Goals
www.smcoe.org
LCFF/LCAP State Priorities
8 State Priorities and Related Data ElementsNeeds Assessment Goals Resource Alignment Services Outcomes
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
standards-aligned instructional resources and materials
Facilities
Course Access Student access and
enrollment in courses of study
Student Engagement School attendance rates Chronic absenteeism rates Middle School dropout
rates High School dropout rates High School graduation
rates
School Climate Student
suspension rates
Student expulsion rates
Other local measures
Implementation of CCSS CCSS implementation
results for all students, including English learners
Parental Involvement Efforts to
seek parent input
Promotion of parental participation and leadership
Other Student Outcomes Other indicators of student
performance in courses of study. May include performance and other exams.
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2015-16 Revised LCAP
SECTION 2: GOALS, ACTIONS, EXPENDITURES, AND PROGRESS INDICATORS
SECTION 1: STAKEHOLDER ENGAGEMENT
SECTION 3: USE OF SUPPLEMENTAL AND CONCENTRATION GRANT FUNDS AND PROPORTIONALITY
ANNUAL UPDATE
Revised LCAP
• How have the regulations changed?
– Revised / new definitions
– Expanded requirements related to use of supplemental and concentration funds
– Clarified role of COEs in determining compliance with proportionality requirements
Revised / New Definitions
17
• Pupil Consultation– Clarified requirement for districts to include
unduplicated and other numerically-significant pupil subgroups in the LCAP development process
• Parents– Expanded definition to include anyone holding
rights to make educational decisions for pupils• Parent Advisory Committees
– Technical clarifications regardingrequirements to form groups
Use of Targeted Funds
18
• No change to definitions for:– Services– Increase– Improve
• Requirement to increase or improve services to unduplicated pupils remains
• Additional requirements for district-wideor school-wide use of targeted funds
Expanded COE Oversight
19
• 2014-15 COE LCAP Approval Criteria for 2015-16 LCAP– Use of SBE Template– Complied with expenditure requirements
(budgeted expenditures sufficient to implement plan)
– Compliance with expenditure regulations(minimum proportionality)
• Revised regulations expand oversight responsibilities related to demonstration of minimum proportionality
COE Oversight - Proportionality
20
• Section 15497– …county superintendent of schools SHALL
review any descriptions of districtwide or schoolwide services…when determining whether the school district has FULLY DEMONSTRATED that it will increase or improve services for unduplicated pupils… (emphasis added)
• COE to provide technical assistance to district if LCAP not approved as a result
Revised Section 1:LCAP Template
Involvement Process Impact on LCAP
Annual Update: Annual Update:
2014-15 “Old” LCAP Template
Section 2:Goals and Metrics
Section 3:Actions, Services and Expenditures
“New” LCAP Section 2 (2015-16)
GOAL:
Related State and/or Local Priorities:1__ 2__ 3__ 4__ 5__ 6__ 7__ 8__
COE only: 9__ 10__Local : Specify _____________________
Identified Need :
Goal Applies to:
Schools:
Applicable Pupil Subgroups:
LCAP Year 1: xxxx-xxExpected Annual
Measurable Outcomes:
Actions/ServicesScope of Service
Pupils to be served within identified scope of service BudgetedExpenditures
__ALL
OR:__Low Income pupils __English Learners__Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
Revised LCAP
SECTION 2: GOALS, ACTIONS, EXPENDITURES, AND PROGRESS INDICATORS
SECTION 1: STAKEHOLDER ENGAGEMENT
SECTION 3: USE OF SUPPLEMENTAL AND CONCENTRATION GRANT FUNDS AND PROPORTIONALITY
ANNUAL UPDATE
Annual UpdateAnnual Update Instructions: For each goal in the prior LCAP year, 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.
Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary.
Annual Update
Annual Update Tables (2014-15)Original GOAL from prior year
LCAP:
Related State and/or Local Priorities:1__ 2__ 3__ 4__ 5__ 6__ 7__ 8__
COE only: 9__ 10__
Local : Specify _____________________
Goal Applies to:Schools: Applicable Pupil Subgroups:
Expected Annual Measurable Outcomes:
Actual AnnualMeasurable Outcomes:
LCAP Year: xxxx-xxPlanned Actions/Services Actual Actions/Services
Budgeted
Expenditures
Estimated Actual Annual Expenditures
Scope of service:
Scope of service:
__ALL __ALL
OR:__Low Income pupils __English Learners__Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)___________
OR:__Low Income pupils __English Learners__Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)_____________
What changes in actions, services, and expenditures will be made as a
result of reviewing past progress and/or changes to goals?
Annual Update
Annual Update
Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary.
Annual Update
Important for business and program staff to work together for Estimated Actual Annual Expenditure column.
Supplemental and Concentration Grant Expenditures
• 5CCR 15496 details the requirements for LEAs to demonstrate increased or improved services for unduplicated pupils in proportion to the increase in the funds apportioned for supplemental and concentration grants
– To increase services means to grow services in quantity
– To improve services means to grow services in quality
• The Education Code now gives the local governing board broad authority as to what services to offer
– But the student population to be served with targeted funds is still well defined
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Section 3A Use of Supplemental and Concentration
Grant Funds and Proportionality
Total amount of Supplemental and Concentration grant funds calculated: $_____________________________
Instructions for 3A: In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5). 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 as specified in 5 CCR 15496. For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a school site in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district’s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.)
32
Section 3B Use of Supplemental and Concentration
Grant Funds and Proportionality
Instructions for 3B: In the box below, 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).
Consistent with the requirements of 5 CCR 15496, 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 as calculated pursuant to 5 CCR 15496(a)(7). 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.
%
Minimum Proportionality Percentage
MPP is the lowest level of increased or improved services forunduplicated students A minimum, not a maximum Services funded with LCFF
Not federal or other restricted
Services are above those provided for all students (base program) Not above services in prior year Not a maintenance of effort calculation
In the LCAP year Not the current year Can calculate additional years for transition planning
Minimum Proportionality Percentage
At full LCFF implementationThe MPP calculation is:
*Less TIIG and Transportation (add-ons)
Supplemental&
Concentration
Grants
All
Othe
r
LCFFFunding*
%
MPP
LCAP 3A-Describe ExpendituresKey Changes – 5 CCR 15496 Funded – Added to 15496 the requirement to identify
those services that are being funded in addition to identifying services being provided on a districtwide and schoolwide basis
Principally – Added to section 15496 related to describing how districtwide and schoolwide services are principally directed towards meeting the district’s goals for its unduplicated pupils
And are effective in – Added to 15496 related to describing how districtwide and schoolwide services are effective in meeting the district’s goals for its unduplicated pupils
Provide basis for this determination – Added to 15496 the requirement that the description provided for districtwide and schoolwide services provide the basis for this determination, including, but not limited to, any alternatives considered and any supporting research, experience, or educational theory
LCAP 3A – Describe Expenditures
Describe how LEA is expending S&C funds in the LCAP Year
•LOW-INCOME PUPILS
• ENGLISH LEARNERS
• FOSTER YOUTH
If DISTRICTWIDE,
SCHOOLWIDE,
COUNTYWIDE, or
CHARTERWIDE
• REDESIGNATED FLUENT ENGLISH PROFICIENT•OTHER SUBGROUPS
• FOSTER YOUTH
LCAP 3A – Describe Expenditures Clearly defining base to determine services
above and beyond what is provided to all students What an LEA would provide to all students if no
S&C funds received Starting point for determining services
above and beyond what is provided to all students
Will look different for most districts
55% + Unduplicated Students*• Identify services funded and
provided• Describe how services are:
– Principally directed toward(local discretion)
– Effective in meeting goals forunduplicated students
•Less than 55%**• Identify services funded and• provided• Describe how services are:
– Principally directed toward• (local discretion)
– Effective in meeting goals for• unduplicated students
• Describe how services are most effective:– Include basis for determination– Any alternatives considered– Supporting research,
experience,• or educational theory
District-wide Use of Funds
*Note: Current or prior year **Note: Current year only
40% + Unduplicated Students*• Identify services funded and
provided• Describe how services are:
– Principally directed toward(local discretion)
– Effective in meeting goals forunduplicated students
•Less than 40%**• Identify services funded and• provided• Describe how services are:
– Principally directed toward• (local discretion)
– Effective in meeting goals for• unduplicated students
• Describe how services are most effective:– Include basis for determination– Any alternatives considered– Supporting research,
experience,• or educational theory
School-wide Use of Funds
**Note: Current year enrollment only*Note: Enrollment in current or prior year
LCAP; SPSA; and LEA Plans Relationship and Timeline
www.smcoe.org
LEA Plan Goals
1. All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics, by 2013-14.
–Title I
2. All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
-- Title III
3. By 2005-06, all students will be taught by highly qualified teachers.
-- Title II
4. All students will be educated in learning environments that are safe, drug-free, and conducive to learning.
-- Title IV
5. All students will graduate from high school.
www.smcoe.org
LEA Plan and LCAP
• LCAP does not replace LEA Plan which is still required under ESEA.
• LEAs in Program Improvement must continue to meet current LEA Plan requirements.
[ 20 USC 6316(c)(7)]Note: The SBE is taking steps to minimize duplication of effort at the local level to the greatest extent possible. (EC Section 52064)
SSC Responsibilities
•Develop SPSA, monitor SPSA, and evaluate the activities and expenditures for Con App programs operated at the school to improve student achievement, and•Added legal responsibilities by state and federal legislatures.
(Education Code Section 64001)
45
Composition of an Elementary School Site Council (SSC)
47
Teachers
Other Staff
Parents
Principal
How is the SPSAAffected by the LCAP?
• The LCAP must be consistent with the strategies included in the Single Plan for Student Achievement (SPSA)
– In accordance with E.C. 52052, specific actions included in the LCAP, or the annual update of the LCAP, must be consistent with the strategies included in the SPSAs developed pursuant to E.C. 64001
• The updated template for SPSA includes sections for the use of LCFF base, supplemental, and concentration funds
• Districts should align the SPSA planning timeline with the LCAP to ensure actions and strategies are consistent
48
Aligning Your SPSA with the LCAP
Aligning Your SPSA with the LCAP
Aligning Your SPSA with the LCAP
What Is Our ACTION PLAN?
Aligning Your SPSA with the LCAP
Annual Evaluation and Update(There is no required format for the annual evaluation; only the requirement that it be annually evaluated and revised, as necessary. This page is a sample of what might be used, and is aligned with the LCAP template.) 1. How have parents, teachers, support staff, and other stakeholders (e.g., English learner parents, parents of foster youth, and pupils, as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the SPSA? 2. What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state and local priorities and used by the School Site Council to inform the SPSA evaluation and revision process? How was the information made available? 3. What actions/services were provided to all pupils, to subgroups of pupils, to English learners, to low-income pupils, to foster youth, and/or to redesignated fluent English-proficient students to achieve goals identified in the SPSA? 4. How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes? 5. How have the actions/services addressed the needs of all identified subgroups of pupils, including English learners, low-income pupils, foster youth, and redesignated fluent English-proficient students; and did the provision of those actions/services result in the desired outcomes? 6. What changes in actions, services, and expenditures will be made as a result of reviewing past progress
and/or changes to goals? What changes/progress have been realized and how do these compare to changes/progress predicted? What modifications are being made to the SPSA as a result of this comparison?
Aligning Your SPSA with the LCAP
Aligning Your SPSA with the LCAP
SAMPLE
Aligning Your SPSA with the LCAP
SAMPLE
Aligning Your SPSA with the LCAP
Aligning Your SPSA with the LCAP
Monitor Progress
Adapted from Mark Van Clay and Perry Soldwedel,The School Board Fieldbook, Leading with Vision
Monitor Progress
Suggested Timeline for 2014-15
July – December 2014
Identify and consult stakeholdersReview LCAP goals, actions and services for needed adjustmentsUpdate progressReview available data for Annual ReportDevelop timeline for data collection and reportingReport demographic information via CALPADSReview alignment of district & site plans with LCAP
January - March 2015
Consult stakeholders
Continue modification of LCAP and updating progress on Annual Report
Review proposed state budget (2015-16) and local implications
Submit 2nd Interim Budget report
April - June 2015
Consult stakeholdersReview May revision of proposed State budget (2015-16) and local implicationsInvite public comment on draft LCAP
Present draft LCAP to PACsRespond to comments in writingFinalize Annual ReportHold LCAP and budget public hearingReceive local board approvalSubmit to SMCOEReceive LCAPs from charter schools
Suggested Local Accountability Calendar - 1
• Goals/Metrics Refinement• District Plan(s) Alignment• SMCOE Feedback Integration
LCAP Refinement Nov./Dec. 2014
Suggested Local Accountability Calendar - 2
• SPSA data update to stakeholders @ sites• Site-based LCAP input/feedback garnered
SPSA Monitoring & Reporting March/April 2015
www.smcoe.org
2014-15 SMCOE LCAP Support LCAP and Accountability Support Meetings (10:30AM-12:00PM):Sept. 26, 2014 – Audience: District Accountability and Business StaffDec. 11, 2014 – Audience: District Accountability and Business StaffJan. 23, 2015– Audience: District Accountability and Business StaffMarch 27, 2015– Audience: District Accountability and Business StaffJune 5, 2015– Audience: District Accountability and Business Staff LCAP Summits (9AM-12PM):
Nov. 17, 2014 - Audience: District LCAP Leadership TeamsRegistration for LCAP Summit #1 link: Mar. 2, 2015 - Audience: District LCAP Leadership TeamsApril 8, 2015 - Audience: District LCAP Leadership Teams
www.smcoe.org
One-on-One District Technical Assistance Sessions: (Two-hour windows, twice daily) December 8-19, 2014 – Audience: District LCAP Leadership Teams March 2-13, 2015 - Audience: District LCAP Leadership Teams April 1-17, 2015 - Audience: District LCAP Leadership Teams
Register at:
http://www.signupgenius.com/go/20f0f4facac23a6fb6-lcap
www.smcoe.org
REMINDER – Complaints Process (UCP)• EC 52075 requires that complaints regarding the
LCFF/LCAP processes be covered under the Uniform Complaint Procedures (UCP):• Make sure to maintain updated BPs and ARs. Make sure to
include the LCFF/LCAP provisionsBP 1312.3 – AR 1312.3BP 0460 – AR 0460
• Respond to complaints in a timely manner as per your UCP
• Disseminate to ALL stakeholders annually the required updated UCP information
Questions?
67
68
Ongoing Stakeholder Engagement
69
Revised LCAP
SECTION 2: GOALS, ACTIONS, EXPENDITURES, AND PROGRESS INDICATORS
SECTION 1: STAKEHOLDER ENGAGEMENT
SECTION 3: USE OF SUPPLEMENTAL AND CONCENTRATION GRANT FUNDS AND PROPORTIONALITY
ANNUAL UPDATE
70
Revised Section 1: Stakeholder Engagement Description
• Education Code 52060 (g) A governing board of a school district shall consult with teachers, principals, administrators, and other school personnel, local bargaining units of the school district, parents, and pupils developing a local control and accountability plan.
• Education Code 52066 (g) has the same requirements for county offices of education
71
Revised Section 1: Stakeholder Engagement Instructions
• Previously, the verb was “engage” and now it is “consult” which matches Education Code 52060.
• Added to the list of people who are to be consulted with are “school personnel” and “local bargaining units as applicable,” also in Education Code 52060..
• The remaining changes are related to capturing in the revised Section 2 what was previously in Sections 2 and 3A and 3B.
72
1. How have applicable stakeholders (e.g., including parents and pupils of unduplicated pupils and unduplicated pupils identified in Education Code 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies, county office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community organizations representing English learners and others as appropriate) been engaged in developing, reviewing, and support implementation of the LCAP?
2. How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development ofthe LCAP?
Revised Section 1: Guiding Questions on Stakeholder Engagement
73
Revised Section 1: Guiding Questions on Stakeholder Engagement (continued)
3. What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process? How was this information made available?
4. What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of the LEA’s engagement processes?
5. What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068, and 47606.5, including engagement with representative parents of pupils identified in Education Code section 42238.01?
74
6. What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)?
7. How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved outcomes for pupils, including unduplicated pupils, related to the state priorities
Revised Section 1: Guiding Questions on Stakeholder Engagement (continued)
75
Revised Section 1:LCAP Template
Involvement Process Impact on LCAP
Annual Update: Annual Update:
76
Classification of Students for LCFFEnglish
Learners(EL)
Low Income(LI)
Foster Youth(FY)
• 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.
• Foster youth are students who have been placed into an institution, group home, or private home of a state-certified 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.
77
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.
• English Learners• Low Income• Students with Disabilities• Foster Youth
Other SubgroupsRacial/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
78
Required Representation fromParent Groups
Parent Advisory Group
Low Income rep
Foster Youth rep
English Learner repIf st
uden
ts a
re p
art o
f one
or m
ore
of
thes
e su
bgro
ups,
par
ents
or f
amilie
s m
ust b
e in
clude
d in
the
Pare
nt A
dviso
ry
Gro
up. Members of pre-existing committees
(ELAC/DELAC) can be included in the LCAP EL Parent Advisory Committee.
79
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.
The Fiscal Report (2013)School Services of California, Inc.
80
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…
The Fiscal Report (2013)School Services of California, Inc.
81
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.
The Fiscal Report (2013)School Services of California, Inc.
82
Stakeholder Considerations
• Identify Stakeholders: Review recent regulations and template to ensure all required groups are represented in the LCAP stakeholder process
• Develop a Schedule for Stakeholder Activities: Plan year-round activities to engage stakeholders
• Engage Stakeholders in Meaningful WaysBuild capacity and seek informed input
83
Stakeholder ConsiderationsIdentify StakeholdersHave you included all required stakeholders in your engagement plans for 2014-15?
Students: Unduplicated pupils and other numerically significant pupil subgroups
Parent advisory committee (including required representation) English learner parent advisory committee School personnel Local bargaining units Schoolsite-level advisory groups Community members Local governing board
Has your district identified all of the stakeholders who
should be involved in the LCAP process
this year?
84
Stakeholder ConsiderationsDevelop a Schedule for Stakeholder Activities Plan year-round activities to engage stakeholders
July - October 2014 November 2014 - January 2015• Expand/identify stakeholder groups and members
• Develop annual schedule of events & publicize timelines
• Involve & consult with stakeholders: LCAP cycle overview Current demographics Data review & analyses Needs assessments Surveys Other local plans Introduce new LCAP template
• Report to local board
• Involve & consult with stakeholders:• Prior topics, as appropriate Final regulations for LCAP template &
Annual Report Discuss local implications of proposed
2016-17 State budget Review progress on metrics for LCAP
Annual Report Revisit goals, actions & services Seek and respond to feedback
• Report to local board
85
February - March 2015 April – June 2015
• Involve & consult with stakeholders:• Prior topics, as appropriate
Review progress on metrics for LCAP Annual Report
Update goals, actions & services & Annual Report
Share draft LCAP Evaluation Rubric, when available
Present draft LCAP & Annual Report to PACs Respond to and incorporate feedback
• Report to local board
• Involve & consult with stakeholders:• Prior topics, as appropriate
Discuss local implications of revised State budget proposal (FY 2016-17), calculate funding
Update progress on metrics for LCAP Annual Report
Invite written comments from public Respond to feedback Present draft LCAP & Annual Report to PACs Use feedback to update goals, actions &
services and Annual Report Respond in writing to PAC comments and
incorporate feedback Present final draft LCAP & Annual Report to
PACs• Hold public hearing for LCAP/budget• Local board approval of LCAP/budget
Stakeholder ConsiderationsDevelop a Schedule for Stakeholder Activities
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Stakeholder ConsiderationsEngage Stakeholders in Meaningful Ways
Build capacity and seek informed inputTips for consulting with stakeholders:• Schedule events that are tailored to your district’s geographic area, size and
population • Hold Public/Community meetings and forums• Share information at Back-To-School Night and at schoolsite meetings• Publish fact sheets and other accessible materials (translated)• Host listening sessions & focus groups• Conduct interviews• Convene expert panels • Organize leadership teams• Seek input through opinion polls and on-line and face-to-face surveys• Present information and ask questions in user-friendly terms
87
Resources for Stakeholder Engagement
http://www.cde.ca.gov/qs/
88
Resources for Stakeholder Engagement
http://www.capta.org/sections/programs/lcff-lcap.cfm
Selected Resources:
California School Parent Survey (CSPS) California Healthy Kids Survey (CHKS) California School Climate Survey (CSCS) http://csps.wested.org/
The Handbook on Family and Community Engagement http://www.schoolcommunitynetwork.org/downloads/FACEHandbook.pdf
Harvard School of Education: K-12 Parent Survey Template:http://www.hfrp.org/family-involvement
SEDL National Center for Family and Community Connections with Schoolshttp://www.sedl.org/connections/toolkit/contents.html
Seeing is Believing: Promising Practices for How School Districts Promote Family Engagementhttp://www.hfrp.org/family-involvement/publications-resources/seeing-is-believing-promising-practices-for-how-school-districts-promote-family-engagement
89
Questions?
89
