local control funding formula and local control accountability plan
DESCRIPTION
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. - PowerPoint PPT PresentationTRANSCRIPT
Local Control Funding Formula and Local Control Accountability Plan
Cat’s Cradle
Brief Funding Review
RCOE Funding
Local Control Accountability Plan
Support and Intervention
A Gift of More Local Control
FUNDING
Formula Components of the LCFFGap Funding
Aimed at closing each LEA’s difference between the 2012-13 funding and the 2020-21 target funding by 1/8th annually.
8 Years to Close Funding Gap
2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 $60,000,000.00
$65,000,000.00
$70,000,000.00
$75,000,000.00
$80,000,000.00
$85,000,000.00
$90,000,000.00
$95,000,000.00
$100,000,000.00
Example District Gap Funding
LCFF TargetGap Funding
Stat
e Fu
ndin
g
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 LCFFBefore LCFF After LCFF
• Revenue limits.
• State categoricals with temporary tiered flex.
• K-3 CSR: Limited funding with unlimited class sizes.
• Accountability and performance separate from funding.
• LCFF base funding differen-tiated by grade spans.
• 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 RevenuesSome Restricted
2013-2014 RevenuesAll Unrestricted
Does not include Special Ed and Community school transfers.
Before, After, and Ever AfterOther 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
Math & Reading Pro. Dev. Program
ELL
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
Hold Harmless
County Operations GrantAlternative 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?
Local Control Accountability Plan (LCAP)
• Adopted on or
before July 1, 2014.
• SBE-adopted template required.
• Three-year plan, annually updated.
LCA
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iate
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lly c
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ntia
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ery
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ol d
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ict h
as s
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ess
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rds-
alig
ned
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ater
ials
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rmin
ed p
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ant t
o S
ectio
n 60
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ir
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tion
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emen
tatio
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g ho
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ms
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ices
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ble
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ish
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ge
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ent s
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pted
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t to
Sec
tion
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urpo
ses
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aini
ng a
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tent
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owle
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rent
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emen
t, in
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the
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ol d
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akes
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ons
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ticip
atio
n in
pro
gram
s fo
r un
dupl
icat
ed p
upils
and
indi
vidu
als
with
ex
cept
iona
l nee
ds.
(4)
Pupi
l ach
ieve
men
t, as
mea
sure
d by
all
of th
e fo
llow
ing,
as
appl
icab
le:
(A)
Sta
tew
ide
asse
ssm
ents
…(B
) The
Aca
dem
ic P
erfo
rman
ce In
dex…
(C) T
he p
erce
ntag
e of
pup
ils w
ho h
ave
succ
essf
ully
com
plet
ed c
ours
es th
at s
atis
fy th
e re
quire
men
ts fo
r en
tran
ce to
the
Uni
vers
ity o
f Cal
iforn
ia a
nd th
e C
alifo
rnia
Sta
te U
nive
rsity
, or
care
er te
chni
cal e
duca
tion
sequ
ence
s…(D
) The
per
cent
age
of E
nglis
h le
arne
r pu
pils
who
mak
e pr
ogre
ss to
war
d E
nglis
h pr
ofic
ienc
y…(E
) The
Eng
lish
lear
ner
recl
assi
ficat
ion
rate
. (F
) The
per
cent
age
of p
upils
who
hav
e pa
ssed
an
adva
nced
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ent e
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inat
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with
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t Pro
gram
…or
any
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ent a
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olle
ge p
repa
redn
ess.
(5) P
upil
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ent,
as m
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red
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ll of
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win
g, a
s ap
plic
able
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choo
l atte
ndan
ce r
ates
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hron
ic a
bsen
teei
sm r
ates
. (C
) M
iddl
e sc
hool
dro
pout
rat
es…
(D)
Hig
h sc
hool
dro
pout
rat
es.
(E)
Hig
h sc
hool
gra
duat
ion
rate
s.
(6)
Scho
ol c
limat
e, a
s m
easu
red
by a
ll of
the
follo
win
g, a
s ap
plic
able
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upil
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on ra
tes.
(B
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upil
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lsio
n ra
tes.
(C
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…in
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the
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ram
s an
d se
rvic
es d
evel
oped
and
pro
vide
d to
und
uplic
ated
pu
pils
and
indi
vidu
als
with
exc
eptio
nal n
eeds
, and
the
prog
ram
and
ser
vice
s th
at a
re p
rovi
ded
to b
enef
it th
ese
pupi
ls a
s a
resu
lt of
the
fund
ing
rece
ived
pur
suan
t to
Sec
tion
4223
8.02
(LC
FF)…
(8)
Pupi
l out
com
es, i
f ava
ilabl
e, in
the
subj
ect a
reas
des
crib
ed in
Sec
tion
5121
0 an
d su
bdiv
isio
ns (
a) to
(i)
, inc
lusi
ve, o
f Sec
tion
5
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 InvolvementParent advisory committee.
English learner parent advisory committee.
Notify members of the public and hold at least one public hearing.
4. Student Achievement
Statewide Assessments
A-G Completion Rate orCTE Course Sequence *
Reclassification Rate$
Progress toward English Proficiency
Pass Rate A.P.
Exams
E.A.P. Participation and
College Preparedness Rate
Academic Performance Index
5. Student EngagementSchool attendance rates.
Chronic absenteeism rates.Middle school dropout rates.
High school dropout rates. High school graduation rates.
6. School ClimatePupil 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 ApprovalMust 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 PS 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-to-School 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
• 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.
What If the LCAP Is not Approved?
• 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
Support and Intervention Options• CSOS may:
– Request that the SSPI assign the California Collaborative for Educational Excellence (CCEE)
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.
Who Is Assigned Technical Assistance?
LEAs who request TA pay for services.
Technical Assistance
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.
State Intervention
Make changes to an LEA’s LCAP.
State Intervention Options
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n) A
ll of
the
follo
win
g ar
e st
ate
prio
ritie
s:(1
) The
deg
ree
to w
hich
the
teac
hers
of t
he s
choo
l dis
tric
t are
app
ropr
iate
ly a
ssig
ned
in a
ccor
danc
e w
ith S
ectio
n 44
258.
9, a
nd fu
lly c
rede
ntia
led
in th
e su
bjec
t are
as, a
nd, f
or th
e pu
pils
they
are
teac
hing
, ev
ery
pupi
l in
the
scho
ol d
istr
ict h
as s
uffic
ient
acc
ess
to th
e st
anda
rds-
alig
ned
inst
ruct
iona
l m
ater
ials
as
dete
rmin
ed p
ursu
ant t
o Se
ctio
n 60
119,
and
sch
ool f
acili
ties
are
mai
ntai
ned
in g
ood
repa
ir
as s
peci
fied
in s
ubdi
visi
on (
d) o
f Sec
tion
1700
2.
(2) I
mpl
emen
tatio
n of
the
acad
emic
con
tent
and
per
form
ance
sta
ndar
ds a
dopt
ed b
y th
e st
ate
boar
d,
incl
udin
g ho
w th
e pr
ogra
ms
and
serv
ices
will
ena
ble
Engl
ish
lear
ners
to a
cces
s th
e co
mm
on c
ore
acad
emic
con
tent
sta
ndar
ds a
dopt
ed p
ursu
ant t
o Se
ctio
n 60
605.
8 an
d th
e En
glis
h la
ngua
ge
deve
lopm
ent s
tand
ards
ado
pted
pur
suan
t to
Sec
tion
6081
1.3
for
purp
oses
of g
aini
ng a
cade
mic
con
tent
kn
owle
dge
and
Engl
ish
lang
uage
pro
ficie
ncy.
(3
) Pa
rent
al in
volv
emen
t, in
clud
ing
effo
rts
the
scho
ol d
istr
ict m
akes
to s
eek
pare
nt in
put i
n m
akin
g de
cisi
ons
for
the
scho
ol d
istr
ict a
nd e
ach
indi
vidu
al s
choo
lsite
, and
incl
udin
g ho
w th
e sc
hool
dis
tric
t w
ill p
rom
ote
pare
ntal
par
ticip
atio
n in
pro
gram
s fo
r un
dupl
icat
ed p
upils
and
indi
vidu
als
with
ex
cept
iona
l nee
ds.
(4)
Pupi
l ach
ieve
men
t, as
mea
sure
d by
all
of th
e fo
llow
ing,
as
appl
icab
le:
(A)
Sta
tew
ide
asse
ssm
ents
…(B
) The
Aca
dem
ic P
erfo
rman
ce In
dex…
(C) T
he p
erce
ntag
e of
pup
ils w
ho h
ave
succ
essf
ully
com
plet
ed c
ours
es th
at s
atis
fy th
e re
quire
men
ts fo
r en
tran
ce to
the
Uni
vers
ity o
f Cal
iforn
ia a
nd th
e C
alifo
rnia
Sta
te U
nive
rsity
, or
care
er te
chni
cal e
duca
tion
sequ
ence
s…(D
) Th
e pe
rcen
tage
of E
nglis
h le
arne
r pu
pils
who
mak
e pr
ogre
ss to
war
d E
nglis
h pr
ofic
ienc
y…(E
) The
Eng
lish
lear
ner
recl
assi
ficat
ion
rate
. (F
) The
per
cent
age
of p
upils
who
hav
e pa
ssed
an
adva
nced
pla
cem
ent e
xam
inat
ion
with
a s
core
of 3
or
high
er.
(G)
The
perc
enta
ge o
f pup
ils w
ho p
artic
ipat
e in
, an
d de
mon
stra
te c
olle
ge p
repa
redn
ess
purs
uant
to, t
he
Ear
ly A
sses
smen
t Pro
gram
…or
any
sub
sequ
ent a
sses
smen
t of c
olle
ge p
repa
redn
ess.
(5) P
upil
enga
gem
ent,
as m
easu
red
by a
ll of
the
follo
win
g, a
s ap
plic
able
: (A
) S
choo
l atte
ndan
ce r
ates
. (B
) C
hron
ic a
bsen
teei
sm r
ates
. (C
) M
iddl
e sc
hool
dro
pout
rat
es…
(D)
Hig
h sc
hool
dro
pout
rat
es.
(E)
Hig
h sc
hool
gra
duat
ion
rate
s.
(6)
Scho
ol c
limat
e, a
s m
easu
red
by a
ll of
the
follo
win
g, a
s ap
plic
able
: (A
) P
upil
susp
ensi
on r
ates
. (B
) P
upil
expu
lsio
n ra
tes.
(C
) O
t7-1
2, re
spec
tivel
y)…
incl
udin
g th
e pr
ogra
ms
and
serv
ices
dev
elop
ed a
nd p
rovi
ded
to u
ndup
licat
ed
pupi
ls a
nd in
divi
dual
s w
ith e
xcep
tiona
l nee
ds, a
nd th
e pr
ogra
m a
nd s
ervi
ces
that
are
pro
vide
d to
ben
efit
thes
e pu
pils
as
a re
sult
of th
e fu
ndin
g re
ceiv
ed p
ursu
ant t
o S
ectio
n 42
238.
02 (
LCFF
)…(8
) Pu
pil o
utco
mes
, if a
vaila
ble,
in th
e su
bjec
t are
as d
escr
ibed
in S
ectio
n 51
210
and
subd
ivis
ions
(a)
to
(i), i
nclu
sive
, of S
ectio
n 5
LCA
P
Develop and impose a budget revision in conjunction with a revised LCAP.
State Intervention Options
Stay or rescind an
that would prevent
student improvement.
action
State Intervention Options
Appoint an academic trustee
to exercise powers on
his/her behalf.
State Intervention Options
If any action is taken, the SSPI will notify:
– CSOS– CBOE– LEA Superintendent– LEA Governing
Board
State Intervention
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.
• 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.
Who does the CCEE Assist?
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?