Local Control Funding Formula Updates and Discussion

1. Local Control Funding Formula Updates and Discussion • Kern County Superintendent of Schools • February 3, 2014

2. Today’s Agenda • Knowledge of Local Control Funding Formula(LCFF) and Local Control And Accountability Plan (LCAP) • Alignment of LCAP with current practices • Developing your district LCAP 1

3. Funding and Reform Local Control funding Formula

4. Local Control Funding Formula • What we know: • Moves California to a weighted student funding methodology • Estimated eight years to full implementation • Begin in 2013-14, but provisions phase in over time • There are questions, many questions • 2014-15 budget outlook is good and Governor has strongly signaled commitment to LCFF 2

5. LCFF replaces revenue limits and most state categorical programs LCFF is designed to improve student outcomes Simplicity to aid in transparency Equity through student-focused formula Performance through aligned program and budget plans Local flexibility to meet student needs LCFF implementation will take time, but begins now LCFF Important Facts 3

6. Revisiting LCFF Greatly simplifies state funding for local educational agencies (LEAs) ADJUSTMENTS $ Grade Level Per Student Base Amount Demographics(Low income, English Learner, and/or Foster Youth) 4

7. Changes Made by LCFF LCFF Supplemental provided to address needs of English Learners, low income, and foster youth Categorical Funding for specific purposes with many rules LCFF Base Grant is the same for every local educational agency with adjustments based on grade level Revenue Limit, based on historical amounts per student with many adjustments Pre-LCFF LCFF 5

8. LCFF Targets – 2013-14 Beginning of Something More LCFF Target 2013-14 2014-15 2012-13 6

9. LCFF Regulations – “Increase or Improve Services” Funding for Low Income and English Learner Students (e.g., Economic Impact Aid) LCFF “Gap” LCFF Supplemental LCFF Supplemental How much is “Base”? “Supplemental”? ? Categorical Funding New LCFF Funding Continue Level of Effort LCFF Base Grant LCFF Base Grant Revenue Limit LCFF Target, 2020-21 (est.) 2012-13 2013-14 7

10. LCFF Spending Regulations • Calculation of proportionality percentage • Three data sources – LCFF targets, prior year expenditures, and statewide implementation percentage • Clarification of “districtwide, countywide, charterwide, schoolwide” • Oversight by county offices of education 8

11. Sample Unified School District – Proportionality Calculation * Assuming, for purposes of this hypothetical, that 11.8% of the remaining statewide funding gap between current funding and full implementation of LCFF is eliminated by additional funding provided in 2014-15. ** While the percentage of the remaining statewide funding gap that is eliminated each year will likely vary, this column again assumes the percentage is 11.8% for 2015-16 and that Sample USD expended the minimum amount for additional services for LI/EL/FY pupils in 2014-15 (the estimated total of supplemental and concentration grant funds for that year). ***Assuming annual LCFF funding that allows the state to reach full implementation in 2020-21. 9

12. LCFF Regulations – Proportionality LCFF “Gap” Funding for Low Income and English Learner Students (e.g., Economic Impact Aid) LCFF Supplemental 11.8% of “Supplemental Gap LCFF Supplemental New LCFF Funding Categorical Funding LCFF Supplemental 11.8% of “Base” Gap Continue Level of Effort LCFF Base Grant LCFF Base Grant Revenue Limit LCFF Target, 2020-21 (est.) 2012-13 2013-14 10

13. Implementation Planning Alignment of LCAP with Current District practices

14. A Plan for LCFF Coherence 11

15. Some Big Questions • How does this affect district and school planning? • What and how will the Local Control and Accountability Plan be used? • What consequences will exist? • What type of intervention assistance will be offered or required? 12

16. Some Big Questions • How does my district approach multi year planning? • How much will my district receive in 2014-15? • How does a district approach site allocations? • How does LCFF impact the use of federal funds? • What’s “base” for state and local funding? 13

17. The Biggest Question of All • How does LCFF change our ability to meet student needs? • For some, translates into more funding • Allows for more flexibility in use of Economic Impact Aid • But, needs of low income and English Learners still must be met 14

18. As you begin to implement… • Consider: • How will you track use of funds? • How much is attributable to “unduplicated pupils”? • What are your 2-3 talking points to communicate information about LCFF to: • School Board • Principals • Parents and Community 15

19. Local Control and Accountability Plan • Williams requirements • Implementation of the academic content and performance standards adopted by SBE • Parental involvement • Pupil achievement • Pupil engagement • School climate • The extent to which pupils have access to, and are enrolled in, a broad course of study • And, pupil outcomes, if available, in the subject areas comprising a broad course of study. 16

20. Local Control and Accountability Plan • Encourages telling a story of support, impact, and improvement • Emphasis on good planning, communication, and engagement • Organization: • Stakeholder Engagement • Goals and Progress Indicators • Actions, Services, and Expenditures 17

21. Local Control Accountability Plan EXAMPLE: Preparation Activities 18

22. Performance Based Thinking • LCFF is an opportunity (and possibly an incentive) to implement a performance based budget • Fund that which contributes most to performance • How do we currently factor in performance to our budgeting? • What would it look like to plan for performance? • Procedures • Culture • Budget 19

23. Keys to Performance-Based Budgeting • Data with analysis • Persistence • Understanding of planning and performance assumptions • Theory of action, logic model, etc. 20

24. Keys to Performance-Based Budgeting • Criteria for evaluation • Starting with priorities and values • Expectations • Information to evaluate • Stakeholder engagement • Simplicity over complexity 21

25. Planning, Communicating and Engaging DEVELOPING YOUR DISTRICT lcap

26. Mapping a Course With LCFF • Are we ready to work together? • Understanding of roles, responsibilities, and expectations • What are the needs, goals, and actions that will change outcomes for students? • Are we aiming for involvement or engagement? • What information and support is needed to be engaged? 22

27. Clearly Communicate • Planning process goals, activities, and timeline • Any specific decision-making parameters • Who will participate in a core Planning Coordination Team • Who will facilitate the process • The basis for stakeholder involvement and selection 23

28. Clearly Communicate • Expectations for stakeholder contributions • The decision-making process and authority • Ways of raising constructive questions or concerns • Progress made over time 24

29. Authentic Engagement • Requires us to be purposeful in order to answer; • To what end do we plan to engage people?” • What do we hope to achieve? • Based on what contributions? 25

30. Authentic Engagement • Establish what mode(s) of communication are most appropriate to the planning process: • Dissemination: transmit information or new meaning • Dialogue: build understanding and explore assumptions • Discussion: form plans, interpret information, and solve problems • Collaboration: co-produce or create something in a group or across organizations • Deliberation: weigh options and make decisions 26

31. Authentic Engagement • Authentic engagement provides the ability to see and articulate why a plan was different because of stakeholder engagement • In other words, authentic engagement reflects that stakeholder contributions matter 27

32. Stakeholder Engagement • Establish and communicate expectations for example: • Stakeholders—especially parents and community members—will become knowledgeable about how LCFF/LCAP is likely to change student opportunities • School leaders and stakeholders are clear about what contributions stakeholders can/should make to support the LCAP process • Stakeholders contribute in concrete ways at specific points in the LCAP process (e.g., interpreting student data/experiences, making suggestions, providing feedback) 28

33. Don’t Ask Stakeholders for Input You Don’t Have a Plan for Using! 29

34. Team Activity Develop A Stakeholder Involvement Timeline

35. Creating Vision • A district’s vision statement establishes the “ideal” state that a district hopes to help achieve • It should also be the “north star” that provides the long-term direction and inspiration for the district 30

36. Some Questions? • What will this district contribute to the lives of students, families, communities, employers, and society more generally? • What is the story about how students will succeed in the future? 31

37. Identifying Priorities • A priority is a fundamental issue the district chooses to address • Priorities provide direction for how to pursue a larger, more abstract vision • Although priorities may represent desired ends, they are not necessarily attainable or quantifiable • Priorities represent the intermediate picture of “where” the district is going 32

38. Completed By: ______________ 33

39. Assessment of Gaps and Capacity • Don’t focus on what you already know….. • Surprise yourself! • This may mean: • Asking different questions—ask three questions you’ve never asked before • Looking at different kinds of data • Bringing new people into the room • Analyzing data differently 34

40. Identifying Outcome • Outcomes are clear, concrete statements of the changes a district aims to make in support of student success • Outcomes represent “what” the district is trying to accomplish • What, specifically, will be improved for students? • What will they be able to do differently? 35

41. Identifying Strategies • Strategies are either: • Evidence-based • A promising program or practice • Strategies are not highly detailed tasks, but programs or practices adopted based on evidence about how they are likely to support desired outcomes for students 36

42. Identifying Strategies • Strategies should guide decisions about resource allocation (time/attention, money, expertise, etc.) • What major steps will be taken? • Who will take them? 37

43. Progress Indicators • Progress indicators are statements about what districts will measure to determine: • How well their efforts/strategies are achieving desired outcomes for students • To what extent they are implementing key strategies in an effective manner 38

44. What is a Goal? • Data points to needs • Goals direct actions • Goals should be meaningful to the need • Aim for both accuracy (the right thing) and precision (with efficiency) 39

45. BUT, Goals are More than Statements • Mindset {noun} • A set of beliefs or a way of thinking that determines one’s behavior, outlook, and mental attitude 40

46. The Role of Management and Leadership • We often find that sound plans are in place with reasonable budgets, yet the change fails to yield results because of a failure of implementation • This is not a planning or budgeting problem, but a management and leadership problem • Management involves paying attention to the tactical needs of a strategic plan • Getting people to change what they do in support of students, requires leadership 41

47. For More Informationlcff.wested.orgwww.cde.ca.gov • Ann Hern • ahern@wested.org • Jannelle Kubinec • jkubinec@wested.org