Childrens Defense Fund, Latinos In Action, Long Beach Forward, and - - PowerPoint PPT Presentation

Children’s Defense Fund, Latinos In Action, Long Beach Forward, and Public Advocates

Presentation to LBUSD stakeholder groups Fall 2019

By the end of this presentation we will:

Grow our collective capacity to have dialogue about our

priorities related to LBUSD’s budget and the Local Control Funding Formula (LCFF).

Share information and feedback about new services and

interventions designed to help close the achievement gap, to inform future Local Control Accountability Plans (LCAP).

• Turn to someone sitting near you (you can move

around if that is helpful) and respond to the following 2 questions:

• What are your budget priorities at home?
• How are budget decisions made in your

household? Who participates and influences?

Revenue Source Amounts in 2019-20

LCFF $738,061,857 Federal $ $60,018,785 Other state revenue $108,008,761 Other local revenue $20,396,709

TOTAL

$926,486,112

79% 7% 12% 2%

LCFF Federal $ Other state revenue Other local revenue

L C F F

• Local Control Funding Formula
• A law passed in 2013 to gradually restore

investments in public education, while revising the way schools are financed based on student need

• Funds consist of money provided by the

state of CA, which are generated by every district’s pupil counts and demographics

L C A P

• Local Control Accountability Plan
• A budget document with a lot of $ figures

and explanations, required by LCFF, to be approved by the school board by July 1 of every year

• Intended to make budgets more transparent

and publicly accessible; includes information on services that are for all students and for specific student subgroups

1.

Equity and Fairness: Funding should be targeted to students based on need.

2.

Simplicity: Funding sources and expenses should be easy to understand.

3.

Funding Increases for K-12 Schools: Funding increases for eight years, starting in 2013.

4.

Maximum Flexibility: Districts and schools should be able to spend funding on programs and resources where they see the most need.

5.

District Accountability and “Subsidiarity”: Districts should be held accountable to meet student outcomes based on the

• funding. Most decisions about the use of funding should be

made at the local district level.

Base Grant

Every district across the state receives the same level of funding per student depending on students’ grade levels. (ranges from $7,571 to $9,269; depends

• n student grade level)

Supplemental Grant

Every district receives a per-student grant equal to 20% of the base grant for every “student in need” (defined as low-income students, English Language Learners, and foster youth; or “unduplicated pupils”). Each student in need is counted only once.

Concentration Grant

Every district with more than 55% enrollment of students in need will receive a per-student grant equal to 50% of the base grant (for each student in need above the 55% enrollment level).

Concentration Grant (per student in need

• ver 55%)

Supplemental Grant (per student in need) Base Grant (per student) $8,486 $1,697 $4,243 $5,795 $1,463

Restricted State Funds (per student) Unrestricted State Funds (per student)

ESTIMATED PER-PUPIL GRANTS COMPARED TO PRE-LCFF

2018-19 LCFF estimate per student:

$14,426

2011-2012 Categorical Grant State Funding per Student:

$7,258

• Every school district creates a three-year plan, the LCAP,

showing how LCFF funds will be spent to improve student

• utcomes and increase or improve services for English

Learners, low-income students, and foster youth, as well as for students districtwide.

• The LCAP has FIVE parts—

1.

Plan summary

2.

Annual update

3.

Stakeholder engagement

4.

Goals, actions, & services

5.

Demonstration of increased or improved services for unduplicated pupils

• In 2019-20, an LCFF Budget Overview was added.

PUPILS

LCFF BUDGET OVERVIEW

• 1. Basic Conditions of Learning (includes sufficient

instructional materials / textbooks, qualified teachers, and safe, clean facilities)

• 2. Common Core State Standards (new state standards for

kindergarten through 12th grade in English language arts and mathematics)

• 3. Parental Involvement (including efforts districts make to

seek parents’ input for individual schools and the whole district)

• 4. Student Achievement (includes performance on

statewide assessments / tests, Academic Performance Index, English Learner reclassification, and college readiness)

• 5. Student Engagement (includes attendance, dropout, and

graduation rates)

• 6. School Climate (includes suspension and expulsion

rates)

• 7. Access to a Broad Curriculum (in all subject areas)
• 8. Other Student Outcomes

NEW

• 1. Improved access to tutoring
• 2. Enhanced mental health and social-

emotional services

• Establish or maintain extended-hours in-school tutoring by teachers or other quality

providers to help students with Math and English Language Arts (each site will consult with its School Site Council to determine the timing) at the 25 schools listed below plus Beach, Reid, Jordan, Renaissance and Cabrillo high schools.

• Students who are not meeting English and Math standards (scoring “Not Met” or

“Nearly Met”) as measured by state tests will receive highest priority for scheduling. Students may not be refused tutoring based on behavior concerns.

• The principal must consult with the School Site Council, made up of staff and parents, to

determine the best time for tutoring.

• Family resource centers will provide mental health and social-emotional counseling

for students from the 25 high-need elementary and middle schools. The centers will be at Cesar Chavez Elementary, Signal Hill Elementary, Stephens Middle, and Lindbergh STEM Academy.

• Students must have access to services in a timely manner and free of charge* in the way that best

meets their needs – whether at the center or their school, during school or non-school hours. Services will be at the school if parents lack transportation to the center. Services will remain in place as long as the student needs.

• A high school readiness pilot program at Washington, Franklin, and Hamilton middle

schools to provide counseling, mentorship, and provide for students’ social-emotional preparedness for high school.

• Access to counselors. Beach, Reid, Jordan, Renaissance, and Cabrillo high schools will

keep the ratio of at least one counselor for every 250 students to provide academic and social-emotional support.

• LBUSD will provide more opportunities to engage with the District as it

develops the LCAP, including community forums every school year, and better

• nline access to district documents that inform the LCAP.

SAVE THE DATE 2020 LBUSD Community Forum Saturday, February 1 @ 9:30am-2pm Cabrillo High School

TOGETHER