Local Control Accountability Plan Development

1. Local Control Accountability Plan Development WELCOME February 11, 2014

2. Group Norms

3. Appreciative Inquiry “Every great dream begins with a dreamer. Always remember, you have within you the strength, the patience, and the passion to reach for the stars to change the world.” Harriet Tubman (1820-1913)

4. LCAP Section 1Stakeholder Engagement

5. 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. Racial/Ethnic Subgroups Other Subgroups • English Learners • Low Income • Students with Disabilities • Foster Youth • Black or African American • American Indian or Alaska Native • Asian • Filipino • Hispanic or Latino • Native Hawaiian or Pacific Islander • White • Two or more races

6. Required Representation from Parent Groups If students are part of one or more of these subgroups, parents or families must be included in the Parent Advisory Group. Members of pre-existing committees (ELAC/DELAC) can be included in the LCAP EL Parent Advisory Committee.

7. 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.

8. 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.

9. 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.

10. Adopting and Updating the LCAP: District

11. AB 1200 & LCAP

12. Stakeholder Engagement • Table discussion: What has your district/charter school done to provide meaningful stakeholder engagement, or what are your plans for doing so?

13. LCAP Stakeholder Engagement Timeline

14. Stakeholder Engagement • District team time: • Using the graphic organizer provided, backwards map your stakeholder engagement activities to meet a March 30, 2014 public hearing/local board meeting deadline and a June 30th LCAP local board approval.

16. SWOT Analysis

17. SWOT Process • Question: What are the important factors in achieving our goals? Strengths: What resources / capabilities do we have that can be used to our advantage? Weaknesses: What could you improve? What internal issues do we need to address to be successful? Opportunities: What opportunities are out there that we should use to our advantage? Trends? Stakeholder input? Threats: What threats exist that we need to pay attention to that could impact success?

18. SWOT Process • Whether a factor is a strength or a weakness depends upon the effect on goal achievement. • Factor A is a strength if it furthers the achievement of the goal. • Factor A is a weakness if it is an obstacle to goal achievement.

19. SWOT Process As we identify our strengths and weaknesses, what evidence can you cite to support your claim? Sample evidence: • Credentialed Teachers • CELDT/English Learner Progress • Suspension & Expulsion Rates • Local Measures of School Connectedness • Advanced Placement • Student Demographics • Technology • Professional Development Plan • Parent Involvement

20. SWOT Process Sample Statements • Strengths: • All teachers are fully credentialed in their assigned area • 80% Parent Engagement in School Activities • 97% Average Attendance Rate • 68% EL Reclassification Rate • 98% High School Graduation Rate

21. SWOT Process Sample Statements • Weaknesses: • Student attendance rate is 72% • Low parental attendance • Instructional practices • 60% increase in student suspension • ELLs are not making significant progress

22. SWOT Process Sample Statements Opportunities: Trend or a New Start • Stakeholder Engagement • Implementation of CC provides for new strategies, new technology applications, 21st Century skills • Stakeholder Engagement • Computer-adapted Assessment • No API (K-8)

23. SWOT Process Sample Statements • Threats: • Internal External • Union Negotiations Educational Legislation • Lack of Implementation Economy (CC, ELD, Intervention)

24. SWOT Team Time • Team Time: • Please complete a SWOT analysis for your district using the graphic organizer provided.

25. “Current Reality” Table discussion: • What types of data are you using as a metric to determine your “current reality” for each of the state’s eight priorities? • What weaknesses were identified in your SWOT analysis from data you have? • What is your “current reality” for each of the eight priorities?

26. LCFF and LCAP Budget Planning

27. Supplemental/ConcentrationGrant Funds Supplemental and Concentration Grant Funds are generated by the number of English Learner (EL), Low Income (LI) and Foster Youth (FY) students in the district, charter, or county office of education. Collectively, these students are referred to as “unduplicated pupils” in the statute and regulations. Regulations adopted by January 31, 2014: • Will require district, county office of education or charter to “increase or improve services for EL/LI/FY pupils as compared to the services provided to all pupils in proportion to the increase in funds apportioned on the basis of the number and concentration of unduplicated pupils.”

28. Proportionality Percentage Estimates • The State Board of Education provides regulationsthat describe the methodology of determining the proportional increase or improvement in services for unduplicated pupils. • LEAs will estimate their proportion using current and accurate local enrollment projections performed in the spring for use in their LCAP adoption process. • ADA, by grade level • Total enrollment • Total unduplicated pupils

29. Calculating the Proportionality Percentage For Districts and Charters, begin with the FCMAT LCFF Calculator: • Calculate the estimated LCFF Funding Target, (Cell Q16, of the Calculator Tab), of the FCMAT LCFF Calculator • Calculate the 2014-15 Total LCFF Funding (Q78, of the Graphs Tab), of the FCMAT LCFF Calculator http://www.fcmat.org/stories/storyReader$23157

30. Calculating the Proportionality Percentage • Calculate the LCFF supplemental and concentration grant targets, at full implementation (Cell O16 + P16, of the Calculator Tab), of the FCMAT LCFF Calculator. • Determine prior year expenditures to support unduplicated pupils. • No less than the amount of EIA expended in 2012-13 • Subtract the estimated 2013-14 expenditures from the supplemental and concentration grant target. • Multiply the difference by the Department of Finance’s gap percentage funding for the year in which the LCAP is adopted.

31. Calculating the Proportionality Percentage(continued) • Add to the LEA’s prior year estimated expenditures from step 2. • Subtract the amount in step 5 from the total LCFF funding in 2014-15. • Divide the approximate amount from step 5 by the amount instep 6. • If the amount in step 3 is less than or equal to zero, or when the LCFF is fully implemented statewide, then the proportion is calculated by dividing the total supplemental and concentration grants at target by the remainder of the LCFF funding, excluding add-ons for TIIG and H-S Transportation.

32. Sample Calculations for Six Districts % of unduplicated students from 2012-13 CalPADs certification MPP = Minimum Proportionality Percentage

33. Important Considerations • The amount of revenue limit and categorical funds in 2012-13 is the starting point for LCFF. • No LEA will receive less than this amount. • Total revenues received will fluctuate proportionate to changes in ADA and changes in unduplicated pupils. • Full implementation of LCFF is estimated to occur over an 8-year period.

34. LCFF and LCAP Budget Planning • FCMAT Calculator

35. LCAP Section 2: Goal Development

36. LCAP Goal Development Considerations LCAP Goals should be derived from the district’s vision for its students. However… Goals will need to identify which of the 8 state priorities they will support, and some goals may serve multiple priorities. And… The combined goals will need to address all 8 of the state’s priorities.

37. Goal Development Considerations Goals should be developed so that they are SMART: S: Specific M: Measurable A: Attainable R: Relevant T: Time-bound

38. Engage and consult with stakeholder groups. Considering stakeholder input, develop a vision for the district for all students including all significant subgroups. Determine “current reality” by reviewing all available data sources for district priorities and each of the eight state priorities. Formulate SMART goals to address gaps and identify metrics by which each will be measured. Define gaps between the district’s vision and the district’s “current reality” derived from the needs assessment conclusions. Summarize data into objective statements and translate into “current reality” (eg.: 50% of students….) i.e. develop conclusions. LCAP Goal Development Process

39. LCAP Goal Development Process • Step 1: Engage and consult with all stakeholder groups • Step 2: Develop a vision for all students and all • student groups. Keep the language simple. • Examples: • 100% of English language learner students entering kindergarten will be reading, writing, speaking and listening in English proficiently by the end of 3rd grade. • 95% of all students will meet grade-level content standards based upon a local assessment. • All high school students will have access to courses that satisfy the A-G requirements.

40. LCAP Goal Development Process Step 3: Gather and review all pertinent data sources for the district as well as data sources related to the state’s eight priorities. Seek input from all stakeholders: In light of the district’s vision for __________________, what would you suggest the district do differently? Maintain focus on the district’s vision to avoid de-railing the conversations.

41. LCAP Goal Development Process • Step 4: Summarize all data sources from the needs • assessment and develop conclusions. Examples: • Implementation of Common Core: • 1) 50% of the district’s teachers have had • professional development in the CCSS. • 2) Classroom observation data indicates that teachers are embedding the mathematical practice standards into math lessons about 25% of the time (partial implementation). • 3) The district’s R/LA curriculum is supplemented • with CCSS standards but is not fully aligned.

42. LCAP Goal Development Process Step 5: Define gaps and develop conclusions. Examples: 1) Common Core state standards are partially implemented. 2) 50% of Grade 3 English learners who entered our district in K are not English proficient by the end of grade 3. 3) The district’s rate of long-term English learners is 30%. 4) The district’s truancy rate is X%.

43. LCAP Goal Development Process 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)

44. LCAP Goal Writing Example: Vision: 100% of English language learner students entering kindergarten will be reading, writing, speaking and listening in English proficiently by the end of 3rd grade. Current 50% of 3rd grade English learner students who Reality: entered our district in K are English proficient by the end of 3rd grade. Goal: The district will increase English proficiency rates of English learner students in grades K-3 to 80% by 2017. SMART goal or not?

45. LCAP Goal Writing • More examples: • 1) The district will fully implement Common Core State Standards by 2014-15. • The district will reduce its truancy rate from X% to X% by 2017. • The district will reduce its percentage of long-term English learners from x% to X% by 2017, or by X% per year through 2017. • Goals will define the “what” of the LCAP and action steps will define the “how”.

46. LCAP Goal Reminders • Goals are based upon the district’s vision and • priorities. • The goals, spanning the three years of the LCAP, must • address all eight of the state’s LCFF priorities. • One goal may address multiple state priorities… and • The district does is NOT required to develop a goal for each state priority.

47. Christine Lizardi Frazier Kern County Superintendent of Schools Advocates for Children… Summary of Current Stakeholder Input Vision Data: Current Reality/ Reality Summarized / Gaps fined = Goals

48. LCAP HomeworkDue: February 18th • Conduct FCMAT calculator calculations and determine the district’s proportionality • Continue to hold (or plan) stakeholder engagement activities for all stakeholder groups. • Begin to draft/review LCAP Section 2 goals.