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What’s an LCAP?

This guide explains the purpose and process of creating a well-written Local Control and Accountability Plan (LCAP) in California, outlining goals, actions, and services to enhance the quality of education. It also discusses the importance of addressing priorities, setting SMART goals, and measuring outcomes.

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What’s an LCAP?

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  1. What’s an LCAP? A Well-Written LCAP California Department of Education May 2019

  2. Outline Goals, Actions, and Services Annual Review Increased or Improved Services

  3. Goals, Actions and Services (1)

  4. Goals, Actions & Services (2) 1st Step: Identify the Need • Reason for the Goal • May change year to year • Does not need to reflect a deficit

  5. Goals, Actions & Services (3) 2nd Step: Formulate Goal Statement Trivial Alignment Identified Need: “We have a need to increase test scores.” Goal Statement: “We have a need towill increase test scores.”

  6. Goals, Actions & Services (4) LCAP template directions state: • A goal is a broad statement that describes the desired result to which all actions/services are directed. • A goal answers the question: • What is the LEA seeking to achieve?

  7. Goals, Actions & Services (5) S.M.A.R.T. Goals Specific Measurable Achievable Realistic/Relevant Time-Bound

  8. Goals, Actions & Services (6) S.M.A.R.T. Goal: Our goal is to raise CAASPP scores in English Language Arts and Mathematics across all grade levels to an average of 10 points above level 3 by 2020.

  9. Goals, Actions & Services (7) Addressing Priorities A Goal may address 1 or more priorities. A Goal probably does not address all 8 priorities.

  10. Goals, Actions & Services (8) Distinguishing between Expected Annual Measureable Outcomes (EAMOs) and Actions/Services

  11. Goals, Actions & Services (9) Actions are carried out; Outcomes are measured. What is an Action? • “Measuring” (not necessarily a good LCAP action) • “Hiring” (often kicks the can down the road) • “Adding” new programs • “Doing” something to achieve EAMOs

  12. Goals, Actions & Services (10) Example Action #1 Purchase [Brand Name] Reading Program aligned to California State Standards for continued progress monitoring and growth of reading Lexile levels and intervention needs.

  13. Goals, Actions & Services (11) Example Action #2 ...identify and train staff on instructional resources for incorporating 21st Century skills into student learning.

  14. Goals, Actions & Services (12) Example Action #3 Assign fully credentialed teachers appropriately and prudently, making sure to meet the unique needs of Low income, EL, Expelled Youth, and Foster Youth students.

  15. Goals, Actions & Services (13) Example Action #4 The unduplicated student population has some of the lowest attendance rates and highest rates of behavioral issues. To address their needs, the LEA will contract with county probation staff to provide home visitation, counseling and supervision, which will increase the attendance rates and decrease behavioral issues for the unduplicated student population.

  16. Annual Update What was planned And What actually happened

  17. Actual Actions/Services (1)

  18. Actual Actions/Services (2) “The underlying question being addressed by a distinction between planned and actual actions/services seeks to clarify the extent to which a planned action/service was implemented. An LEA is addressing whether or not it carried out the action/service as planned or not, whether in whole or in part. As such, what constitutes a sufficient identification of an actual action/service will depend on the relative complexity of the action/service or the level of specificity provided by the description of the corresponding planned action/service.” (Recent UCP CDE Report)

  19. Actual Actions/Services (3) Address extent to which a planned action was implemented: Whether as planned or not Whether in whole or part Description depends on: The relative complexity of the action Specificity of the description of the corresponding planned action

  20. Actual Actions/Services (4)

  21. Analysis “Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.” – LCAP Template Instructions for Annual Update Analysis

  22. Analysis – Implementation (1) 1st Prompt: Implementation “Describe the overall implementation of the actions/services to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process.”

  23. Analysis – Implementation (2) Example: “Although faced with multiple challenges, the goal was implemented.” Conclusory statements do not meet the standard. Does not describe implementation. Does not include a discussion of relevant challenges and successes experienced with the implementation process.

  24. Analysis – Implementation (3) Example: “Actions within Goal 2 were implemented. We were able to provide about 1/3 of the student incentives we had planned. This action was implemented, but not as fully as we had planned. [System Name], the online credit recovery system, had an increased cost of 65%. Students continue to work on gaining high school credits using this tool.”

  25. Analysis – Effectiveness (4) 2nd Prompt: Effectiveness “Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.” -LCAP Template Instructions for Annual Update Analysis

  26. Analysis – Effectiveness (5) Example: “Goals were clear but individual school plans still were not clear enough to meet goals.” Effectiveness of Actions? As measured by LEA?

  27. Analysis – Material Differences (1) 3rd Prompt: Material Differences “Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Minor variances in expenditures or a dollar-for-dollar accounting is not required.” -LCAP Template Instructions for Annual Update Analysis

  28. Analysis – Material Differences (2) “What is considered a material difference is not only a function of either the absolute or relative size of the expenditure difference, but is also determined in part by those differences that cause meaningful changes in the implementation of actions or services that support a goal.” (Recent UCP CDE Report)

  29. Analysis – Material Differences (3)

  30. Demonstration of Increased or Improved Services for Unduplicated Pupils (1)

  31. Demonstration of Increased or Improved Services for Unduplicated Pupils (2) From Goals, Actions, and Services Section:

  32. Demonstration of Increased or Improved Services for Unduplicated Pupils (3) 1. Describe Increase or Improvement in Services2. Provide Justification for “Wide” Services

  33. Demonstration of Increased or Improved Services for Unduplicated Pupils (4) Required for “Wide” Actions/Services “Describe in the LCAP how such services are principally directed towards, and are effective in, meeting the [LEA’s] goals for its unduplicated pupils in the state and any local priority areas, as applicable.” -California Code of Regulations, Title 5, Section 15496

  34. Demonstration of Increased or Improved Services for Unduplicated Pupils (5) Example:“Because of our high percentage of enrollment of unduplicated students, these actions are invariably principally directed towards and effective in meeting goals for unduplicated students.” Enrolling students is not the same as serving students. It’s more than just enrollment.

  35. Demonstration of Increased or Improved Services for Unduplicated Pupils (6) Principally Directed: “An LEA describes how a service is principally directed to meeting the LEA’s goals for unduplicated students in any state or local priorities when it explains in its LCAP how it considered factors such as the needs, conditions, or circumstances of its unduplicated students, and how the service takes these factors into consideration (such as, for example, by the service’s design, content, methods, or location).” (Recent CDE UCP Report)

  36. Demonstration of Increased or Improved Services for Unduplicated Pupils (7) Principally Directed: Factors such as the needs, conditions, or circumstances of its unduplicated students How the service takes these factors into consideration (such as, for example, by the service’s design, content, methods, or location)

  37. Demonstration of Increased or Improved Services for Unduplicated Pupils (8) Effective In: “An LEA meets this requirement by describing how it expects an action/service will help achieve one or more of the expected outcomes for the goal.” (Recent CDE UCP Reports)

  38. Demonstration of Increased or Improved Services for Unduplicated Pupils (9) Principally Directed Needs, conditions, circumstances of unduplicated students How action(s) consider these factors Effective How action helps achieve expected outcomes for goal

  39. Demonstration of Increased or Improved Services for Unduplicated Pupils (10)

  40. Demonstration of Increased or Improved Services for Unduplicated Pupils (11)

  41. Demonstration of Increased or Improved Services for Unduplicated Pupils (12)

  42. Demonstration of Increased or Improved Services for Unduplicated Pupils (13) Action 1.1: A review of English learners’ CAASPP scores and scores on end of year summative reading tests shows a performance gap in reading comprehension between English learners and all students. Teachers have also reported that many of their English learner students do not have access to quality reading materials and opportunities at home. In consideration of this performance gap and the reported circumstances of English learner students, we decided to offer an after school reading club to increase quality reading opportunities available to English learners. The reading club is open to all students in order to promote an integrated program. We believe this action will be effective in meeting this goal for English learners because it will help improve results for end of year summative reading tests and help increase CAASPP ELA scores, for which Goal 1 includes expected annual measurable outcomes.

  43. Demonstration of Increased or Improved Services for Unduplicated Pupils (14) Action 1.1: A review of English learners’ CAASPP scores and scores on end of year summative reading tests shows a performance gap in reading comprehension between English learners and all students. Teachers have also reported that many of their English learner students do not have access to quality reading materials and opportunities at home. [Needs, conditions, circumstances of unduplicated students]

  44. Demonstration of Increased or Improved Services for Unduplicated Pupils (15) Action 1.1: …In consideration of this performance gap and the reported circumstances of English learner students, we decided to offer an after school reading club to increase quality reading opportunities available to English learners. The reading club is open to all students in order to promote an integrated program. [How action(s) consider these factors]

  45. Demonstration of Increased or Improved Services for Unduplicated Pupils (16) Action 1.1: …We believe this action will be effective in meeting this goal for English learners because it will help improve results for end of year summative reading tests and help increase CAASPP ELA scores, for which Goal 1 includes expected annual measurable outcomes. [How action helps achieve expected outcomes for goal]

  46. Pause for Questions (2)

  47. Revising the Local Control and Accountability Plan Template Effective for the 2020-2023 LCAP Cycle

  48. Revision Requirement Education Code (EC) Section 52064(b) requires the State Board of Education (SBE) to adopt a revised Local Control and Accountability Plan (LCAP) template on or before January 31, 2020. The revised template will be effective for the 2020-23 LCAP cycle.

  49. Revision Timeline The California Department of Education (CDE) plans to: Post a complete draft of the redesigned LCAP Template prior to the September 2019 SBE meeting, and Bring a final draft of the template before the SBE for adoption at its November 2019 meeting.

  50. Stakeholder Input The CDE, in partnership with SBE staff, will hold stakeholder input sessions to inform the development of the LCAP Template redesign: April 22, 2019, at the Sacramento County Office of Education Conference Center. June 6, 2019, 9 a.m. to Noon at the Sacramento County Office of Education Conference Center. June 13, 2019, 9 a.m. to Noon at the Venture County Office of Education Conference and Educational Service Center

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