Putting the Pie c e s T o g e the r 2017 SCCOE L CAP Distric t - - PowerPoint PPT Presentation

Putting the Pie c e s T

• g e the r

2017 SCCOE L CAP Distric t T ra ining

Se ssion 1 – T he Ne w T e mplate

Ag e nda

• I

ntro duc tio ns

• Ove rvie w -
• T

he Ne w T e mpla te (CCSE SA Distric t T ra ining Slide s)

Se c tio ns Summa ry ……………………………..(Mic ha e l) Annua l Upda te …………………….. (Da vid) Sta ke ho lde r E ng a g e me nt ……….. (Da vid) Go a ls – Ac tio ns a nd Se rvic e s …… (Mic ha e l) I nc re a se d o r I mpro ve d Se rvic e s ...(Mic ha e l)

• Summa ry o f 2016-17 L

CAP – A to o l fo r de ve lo ping the disc ussio ns with sta ke ho lde rs

2

Ob je c tive s

• Distric ts te a ms will b e fa milia r with the ne w L

CAP te mpla te

• Distric ts will re vie w e xisting L

CAP to pre pa re a summa ry o f the c urre nt L CAP fo r the purpo se o f sta ke ho lde r e ng a g e me nt a nd c re a tio n o f the 2017-18 L CAP

3

T he L CAP “Re vo lutio n”

L OCAL CONT ROL

• L
• c a l De c isio n Ma king
• L
• c a l Ac c o unta b ility
• L

CF F Rub ric –

• L
• c a l Me a sure s

An Oppor tunity for

• Me a ning ful Co mmunity E

ng a g e me nt

• Ma pping Co ntinuo us I

mpro ve me nt

• Ma rke ting

4

I t’ s Ja nua ry

• T

he Go ve rno r’ s pro po se d b udg e t

• Be g inning pro je c tio ns fo r ne xt ye a r: Ho w did HS stude nts do o n

re q uire d c o urse s?

• Will I

ne e d a dditio na l se c tio ns o f ______ ? Wha t is the c a pa c ity a nd c a pa b ility o f my Cre dit/ Gra de re c o ve ry pro g ra m?

• Wha t a re my c o ho rt sc he duling ne e ds fo r the c la sse s?
• Re a c hing o ut to 8th g ra de rs a nd fa milie s
• K

inde rg a rte n, e nro llme nt da y, pa re nt to urs, a c c ura te pro je c tio ns

• I

nte rim a sse ssme nt da ta – pro je c tio ns, a re we a lig ne d with Sta te a sse ssme nts

T his is just so me o f what’ s g o ing o n as we are wo rking in the pre se nt and future ; ho w c an the L CAP b e a part o f this inste ad o f an “add o n”?

5

T he Ne w T e mpla te Slide s

• T

ra ining do c ume nts sha re d a mo ng the 58 Ca lifo rnia Co untie s T he la ndsc a pe – L CAP a nd Ac c o unta b ility

• CDE
• COE

s / CCSE SA

• CCE

E Ca lifo rnia Co lla b o ra tive fo r E duc a tio na l E xc e lle nc e

6

CCSESA Trainings

2016‐17 Session 2

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Technical Understanding of the Revised LCAP Tem plate & w hat it w ill m ean to m ove to a 3 -year inclusive plan

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8

1. Pla n Summa ry 2. Annua l Upda te 3. Sta ke ho lde r E ng a g e me nt 4. Go a ls, Ac tio ns a nd Se rvic e s 5. De mo nstra tio n o f I nc re a se d o r I mpro ve d Se rvic e s fo rPupils

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L CAP T e mpla te Cro sswa lk

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Wha t a re the e xpe c ta tio ns in a 3-ye a r inc lusive pla n?

LCAP Components Year 1 Year 2 Year 3 Plan Summary Yearly Yearly Yearly Budget Summary Yearly Yearly Yearly Annual Update Yearly Yearly Yearly Stakeholder Engagement Yearly, no historical narrative to be kept Yearly, no historical narrative to be kept Yearly, no historical narrative to be kept Goals, Actions, & Services Written for 3 years Changes to plan could include a change to a specific goal, adding an action, modifying an action, discontinuing an action

• all based on review of data/metrics and indicators

Demonstration of Increased/Improved Services Yearly, historical context kept over 3 years Yearly, historical context kept over 3 years Yearly, historical context kept over 3 years

11

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Se c tio n b y Se c tio n Wa lkthro ug h

1. Template snapshot with instructions, with focus on what is new in the instructions 2. Background/ Context for any changes that have now been incorporated 3. Identifies what would need to be completed before starting the section 4. An exam ple* filled out in the new template format 5. Table time for groups to identify how the example aligns with the instructions * Exam ple - meets statute, but may include additional features that help with transparency and building toward continuous improvement

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Se c tio n 1: Pla n Summa ry

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2017-20 Pla n Summa ry

In addition to streamlining the LCAP process for the LEAs, making the development process and the LCAP accessible to all stakeholders were factors in the latest revision of the LCAP template and also led to the “Plan Summary” as a requirement of the template. Parent groups, advocates and practitioners made their voices heard regarding the need for improved accessibility of the plans.

From this:

I ntroduction: LEA: Contact Person LCAP Year

To this:

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❖

Ne w se c tio n a dde d in re spo nse to fe e db a c k tha t L CAPs la c ke d a c c e ssib ility a nd g ro wing pre ssure fro m a dvo c a c y g ro ups o n SBE a nd g ro wing c o nse nsus tha t pro viding a summa ry wa s a g o o d pra c tic e .

❖

F ive c o mpo ne nts:

• T

he Sto ry

• L

CAP Hig hlig hts

• Re vie w o f Pe rfo rma nc e
• I

nc re a se d o r I mpro ve d Se rvic e s

• Budg e t Summa ry

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Be ginning your summar y:

1. T he g o a ls o f the summa ry a re a c c e ssib ility a nd tra nspa re nc y. 2. So me pa re nts a nd sta ke ho lde rs will no t g o b e yo nd the summa ry so it ma y b e a ke y to o l to b uild suppo rt with sta ke ho lde rs a nd to sha re yo ur me ssa g e . 3. K no w yo ura udie nc e . 4. Co lle c t a nd a na lyze yo ur da ta ; L CF F Rub ric , L

• c a l Da ta , site da ta .

5. Sha re the da ta with sta ke ho lde rs, so lic it input. 6. Use da ta a nd fe e db a c k to lo o k a t a c tio ns a nd se rvic e s c urre ntly imple me nte d. 7. I de ntify the a re a s o f pro g re ss a nd ne e d to hig hlig ht in the summa ry.

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The LCAP is intended to reflect an LEA’s annual goals, actions, services and expenditures within a fixed three-year planning cycle. LEAs must include a plan summary for the LCAP each year. When developing the LCAP , mark the appropriate LCAP year, and address the prompts provided in these sections. When developing the LCAP in year 2 or year 3, mark the appropriate LCAP year and replace the previous summary information with information relevant to the current year LCAP . In this section, briefly address the prom pts provided. These prompts are not

• limits. LEAs may include information regarding local program(s), community

demographics, and the overall vision of the LEA. LEAs may also attach documents (e.g., the LCFF Evaluation Rubrics data reports) if desired and/ or include charts illustrating goals, planned outcomes, actual outcomes, or related planned and actual expenditures. An LEA may use an alternative form at for the plan summary as long as it includes the information specified in each prompt and the budget summary table.

Plan Sum m ary Tem plate I nstructions

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❖ Brief - a few sentences ❖ Who do you serve? Describe students and community ❖ How is LCAP tied to district vision for student success ❖ List key objectives of LCAP that are aligned with at least 1 of 8 state priorities

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Briefly describe the students and community and how the LEA serves them The Justice for All Unified School District serves a diverse group of students with the goal of: “Preparing every student to thrive in a global society.” Our student population is 51.2% English learner (EL) and 48% are classified as Low Income, our LCFF Unduplicated count is 54.8% and 83% of our EL students speak Spanish, additional languages include Vietnamese, Mandarin, Arabic, Tagalog, Punjab and

• Hmong. Our student population is made up of many ethnicities with the majority of our students 51%

identifying as Hispanic Latino, 28% White, 8% Asian and 5% African American We serve approximately 21,000 students Pre‐k through 12th grade at 22 quality schools: 4 traditional high schools, 5 middle schools, 2 continuation high schools, 1 alternative school of choice, and 10 elementary schools. The district also authorizes four charter schools that are required to create their own LCAP

At your tables, does this example address the prompt given in the template? Note: groups reviewing summaries appreciated graphic representations when applicable, not sure if e‐template will be compatible with graphics

CCSE SA - No ve mb e r2016 20

LCAP HIGHLIGHTS Identify and summarize the key features of this year’s LCAP Working closely with stakeholders throughout the district, five goals have been identified for focus within the next three years.

• GOAL 1 ‐ High‐quality academics: JFAUSD will provide a high quality and comprehensive instructional program that produce college

and career ready students. 13 Actions/Services (pp. 20‐26) $41 M

• GOAL 2 ‐ Broader community and family supports: JFAUSD will ensure students, staff, parents and the community are satisfied and

engaged in our schools and programs. 9 Actions/Services (pp. 27‐29) $28

• GOAL 3 ‐ Research‐based accountability and support: JFAUSD LCAP Goals, Actions and Services will demonstrate efficient and

exemplary practices in all divisions, departments and schools. (pp. 30‐31) $11M

• GOAL 4 ‐ High‐quality staff: JFAUSD will attract, recruit, support and retain a highly effective and diverse certificated, classified and

administrative workforce. 4 Actions/Services (pp. 32‐33) $120 M

• GOAL 5 ‐ Aligned resources/efficient operations: JFAUSD will align resources to the strategic plan and equity policy and

demonstrate cost‐effective budget management in the allocation of funds. 2 Actions/Services (p. 34) $8M This example provides linkage to the goals and where to find more detail within the LCAP.

Pla n Summa ry: Sto ry & Hig hlig hts E xa mple 1

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LCAP HIGHLIGHTS Identify and summarize the key features of this year’s LCAP

This example includes several key components: reference to the engagement process, tie to vision, and areas of influence, and listing of key actions.

Through analysis of our state and local data and input from staff and stakeholders we identified our focus areas to be addressed to achieve our vision: “All graduates would be prepared for college and career, empowered to thrive in a global society.” Based on this process, the actions and services in the LCAP fell into the following areas of influence:

• 1. Improving connections and achievement in the classroom,
• 2. Meeting and supporting parents and students in navigating through high school and toward college and career,
• 3. Supporting students emotionally and academically outside of classroom and/or the school day when they struggle.

Key LCAP actions to support these areas are: reduced class size, additional counseling support at all sites, and targeted support services to address our high needs students. Our LCAP provides a map for how we are working to steer our entire educational program to improve outcomes for all students and close the historic performance gaps

Pla n Summa ry: Sto ry & Hig hlig hts E xa mple 2

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Pla n Summa ry: Summa ry o f Pro g re ss (Rub ric L ink)

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Gre a te st Pro g re ss

• Ba se d o n E

va lua tio n Rub ric s, lo c a l se lf-a sse ssme nts, sta ke ho lde r input, o the rso urc e s

• Wha t pro g re ss a re yo u mo st pro ud o f?
• Ho w will yo u ma inta in/ b uild o n tha t suc c e ss?

Gre a te st Ne e ds

• Ba se d o n E

va lua tio n Rub ric s (e xc e pt fo r “ASAM” sc ho o ls/ pro g ra ms)

• Addre ss a ny indic a to r fo r whic h:

○

Ove ra ll pe rfo rma nc e is in “Re d” o r “Ora ng e ” c a te g o rie s

○

Ra ting is “No t Me t” o r “No t Me t fo r T wo o r Mo re Ye a rs”

○

Othe r a re a s o f ne e d

• Ho w will yo u a ddre ss the se ne e ds?

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Pe rfo rma nc e Ga ps

• Ba se d o n E

va lua tio n Rub ric s

• I

de ntify sta te indic a to r fo r whic h a ny stude nt g ro up pe rfo rma nc e wa s 2 o r mo re le ve ls b e lo w “a ll stude nt” pe rfo rma nc e

• I

de ntify mo dific a tio ns to g o a ls, a c tio ns/ se rvic e s, a nd/ o r e xpe nditure s to impro ve tho se pe rfo rma nc e le ve ls

25

Based on a review of state and local indicators of student performance included in the LCFF Evaluation Rubrics, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success?

Greatest Progress

This year the percentage of students that scored a 3 or above on the Advanced Placement (AP) tests rose 5.6% to 61.4%. Additionally the percentage of historically under-represented subgroups enrolled in AP classes and attempting the AP exams rose enough to reflect the demographics of the district, Hispanic/Latino participation rose 18%, and African American participation rose 14%. Stakeholder input from parents, staff, and students made further reducing class size at high school a priority to support our continued improvement in serving underrepresented students in AP courses. The addition of the Naviance college planning software to our high schools and the growth of our Advancement Via Individual Determination (AVID) program in our middle schools has helped focus students on college readiness. This year we will expand Naviance to middle school to assist students and their families in planning for high school

• success. See: Goal 1 (pg. 18), Goal 2 (pg. 25), Goal 3 (pg. 31)

See also: “Increased or Improved Services”

Highlight an area of success or improvement, it may not be a “blue” or “green” area but rather still an area of significant or important improvement

26

CCSESA - November 2016

Referring to the LCFF Evaluation Rubrics, address any state or local performance indicator where overall performance was in the “Red” or “Orange” performance category or received a “Not Met” or “Not Met for Two or More Years” rating. What steps is the LEA planning to take to address these areas with the greatest need for improvement?

Greatest Need

The district rubric indicator was “yellow” for “all students” based on the 2016 CAASPP Mathematics results. 53% of the district scored standard met or standard exceeded in

• mathematics. Scores for our unduplicated populations were two performance levels below the

below the Asian and White student groups in this measure. Research is overwhelming that instructor effectiveness is the key to improving outcomes for all students, so the JAUHSD LCAP invests heavily in instructional coaching in content and culturally relevant pedagogy to improve academic outcomes for all students. LCAP Goal 1 (pg. 14, 15) ($2.1 M) We are also continuing to invest in professional development for teachers regarding implementation of common core curricula and pedagogy. LCAP Goal 1 (pg.15,16) ($875,000)

We also continue to invest in targeted support and intervention programs to meet the instructional needs of at-risk students at all grade levels. LCAP Goal 1 (pg. 17,18) ($4.1 M)

Use the rubric and input to identify “most” important need. If no “Red” or “Orange” data points, select area of greatest need with input

27

Referring to the LCFF Evaluation Rubrics, address any state indicator for which performance performance of any group was two or more levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps.

Performance Gaps

English learner achievement on CAASPP mathematics and English language arts is two levels below the “all student” performance. To address the gap, JAUSD LCAP includes the following actions and services:

• Professional development to improve ELD in content area subjects LCAP Goal 1 (pg. 15)
• Adding classes of ELD content support at middle and high school for EL Level 1 and

EL level 2 students LCAP Goal 1 (pg. 17)

• Summer School program with targeted classrooms LCAP Goal 2 (pg. 24)

Suspension Rate data show that African American and Hispanic/Latino students are two levels below the “all student” performance. To address the gap the following actions and services are included:

• Positive Behavior Interventions and Supports will be implemented at all sites LCAP

Goal 2 (pg. 25)

• 2 Coaches to provide professional development and model an “equity emphasis” and

culturally relevant pedagogy LCAP Goal 1 (pg. 18)

Use the LCFF rubric to identify performance gaps.

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Pla n Summa ry: I nc re a se d o r I mpro ve d Se rvic e s

Increased or Improved Services If not previously addressed, identify two or three most significant ways the LEA will increase or improve services for low income, English learner, or foster youth. In many districts this is a section that will be a focal area.

Based on staff and stakeholder feedback and research on effective practices we are implementing more than 20 LCAP Action/Services to improve services for the low income, English learner and foster youth including using a portion of the LCFF Supplemental dollars for site allocations based on the number of unduplicated youth served to allow sites to implement site specific solutions based on unique site needs, and site stakeholder input. Three significant actions to improve services are:

• Providing additional ELD and sheltered content class supports for ELD 1 and 2 students at all middle

and high schools. See LCAP Goal 1 (pg.15)

• Additional college and career counseling for the lowest performing schools as well as to

meet the needs of English learner, migrant, low income, foster youth and African American students. See LCAP Goal 2 (pg. 21)

• Community Specialist support at all schools with high concentrations of Latino, English learner, and

African American youth. See Goal 3 (pg. 28)

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CC

24

Demographics Brief profile of who we serve District Profile Brief Budget Info 30

❖ How have districts to this point captured LCAP summaries for their stakeholders? What have you seen that has been effective with stakeholders?

25

Samples of District Summaries

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Section 1 : Plan Sum m ary - Budget Sum m ary

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Po litic a l Co nte xt

“As the comprehensive educational plan for the district, the LCAP should account for nearly all education-related spending, including all supplemental and concentration – and most base – funding.” (Keeping the Promise of LCFF, Public Advocates, April 2016)

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What to do be for e c omple ting se c tion

• Complete Budget Summary after Goals, Actions, and Services section
• Use FCMAT LCFF Calculator to estimate LCFF revenues (based on latest

information available)

• Build district budget

○ Draft LCAP - Estimate budget based on most recent information ○ Final LCAP - Adopted budget

• Other things to consider:

○ Estimated costs related to school operation (administrative costs, personnel, systems, overhead, etc.) ○ Contributions to other programs/ requirements not included in LCAP

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“...the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for ALL STUDENTS AND EACH STUDENT GROUP identified by the Local Control Funding Formula (LCFF) (ethnic, socioeconomically disadvantaged, English learners, foster youth, pupils with disabilities, and homeless youth), for each of the state priorities and any locally identified priorities.” (Emphasis Added)

Budget Sum m ary Tem plate I nstructions

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❖ Total LEA General Fund Budget Expenditures for the LCAP Year: This amount is the LEA’s total budgeted General Fund expenditures for the LCAP year. The LCAP year means the fiscal year for which an LCAP is adopted or updated by July 1. The General Fund is the main operating fund of the LEA and accounts for all activities not accounted for in another fund… Total of ALL General Fund Expenditures (Unrestricted and Restricted) ❖ Total Funds Budgeted for Planned Actions/ Services to Meet the Goals in the LCAP for the LCAP Year: This amount is the total of the budgeted expenditures associated with the actions/ services included for the LCAP year from all sources of funds, as reflected in the LCAP . To the extent actions/ services and/ or expenditures are listed in the LCAP under more than one goal, the expenditures should be counted only once. Total of all unique amounts for LCAP actions/ services in current year

Budget Sum m ary Tem plate I nstructions

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❖ Description of any use( s) of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP: Briefly describe expenditures included in total General Fund Expenditures that are not included in the total funds budgeted for planned actions/ services for the LCAP year. Briefly describe where the funds are going if they are not described in the

• LCAP. This is an opportunity to summarize operational expenses and call
• ut any particular items that may be useful for stakeholders to know.

❖ Total Projected LCFF Revenues for LCAP Year: This amount is the total amount

• f LCFF funding the LEA estimates it will receive pursuant to EC sections 42238.02

(for school districts and charter schools) and 2574 (for county offices of education), as implemented by EC sections 42238.03 and 2575 for the LCAP year respectively. Total of all LCFF Revenue (Base, Supplemental, and Concentration Grants, Transportation, TIIG, MSA)

Budget Sum m ary Tem plate I nstructions

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SACS Form 01

• Page 1
• 9) TOTAL

EXPENDITURES

• Column (F)

++ Plus ++

• Transfers Out
• Other Uses

SACS Form 01

• Page 4
• Subtotal, LCFF

Sources

• - Minus --
• Transfers to Charter

Schools in Lieu Property Taxes

Total $ Budgeted for Actions / Services in LCAP Year (All Sources) Explain use of funds not included in LCAP Actions / Services

39

Co mple ting the Budg e t Summa ry

Total General Fund Budgeted Expenditures

281,601,023.00

40

Co mple ting the Budg e t Summa ry

Total Funds Budgeted for Planned Actions/Services in LCAP Year

Note:

• Total of all amounts budgeted actions/services

for 2017

• If amounts are duplicated in other

Actions/Services, ONLY COUNT ONCE

41

Co mple ting the Budg e t Summa ry

Total Projected LCFF Revenues

220,789,795.00

42

Pote ntial Ite ms to Inc lude in Br ie f De sc r iption

• Co st o f b a se pro g ra m (re c o mme nd to inc lude b a se pro g ra m in L

CAP)

• Ge ne ra l c o st o f o ve rhe a d
• Co ntrib utio ns to pro g ra m no t inc lude d in L

CAP

• Ma nda to ry c o ntrib utio ns to Ro utine Re stric te d Ma inte na nc e
• Anything e lse tha t mig ht:

a ) He lp sta ke ho lde rs unde rsta nd o ve ra ll c o st o f e duc a tio n b ) Be use ful fo r distric t to sha re

• Could be oppor

tunity r athe r than c halle nge

Co mple ting the Budg e t Summa ry

Description of Budgeted Expenditures Not Included in LCAP

Merriam-Webster Definition

Brief: using only a few words

37

43

• Meets Basic Requirements

○ Short description statements, general dollar figures

○ Teacher, staff, and administrator salary and benefits account for nearly 90% of the district’s general fund expenditures (roughly $90 million). Other key expenditures include general overhead($1 million) expenses, transportation ($800 thousand), maintenance ($4 million), and contributions to special education ($4 million).

• Exceptional LCAP Communication

○ Informative statements which are helpful to stakeholders

○ The district strives to implement its strategic vision toward improving student outcomes while maintaining fiscal

• responsibility. An overwhelming majority of district expenditures (88% ) are used to hire teachers and staff who

deliver services to students. LCAP initiatives account for only $3.5 million of overall cost of salaries and benefits ($88 million). The district is facing increased costs related to pensions (increasing $1.3 million per year), persistent underfunding of our special education program ($16 million), and ...

• What to Avoid

○ A spreadsheet of numbers with no context

44

Budg e t Summa ry: COERe vie w

Did the district provide an explanation of how funds are being used outside those Actions/Services listed in the LCAP?

#1

Does the explanation provide sufficient information to be understandable to a reasonable stakeholder? How much detail was provided? How much detail is actually required? What does “Briefly describe any…” mean?

45

Budg e t Summa ry: COERe vie w

Was a dollar amount provided?

#2

Verify total budgeted expenditures for Actions/Services in current LCAP Year.

46

Budg e t Summa ry: COERe vie w

Was a dollar amount provided?

#3

Verify amount against District’s 2017-18 Adopted Budget.

SACS Form 01 SACS Form 01

• Page 1
• 9) TOTAL

EXPENDITURES

• Column (F)

++ Plus ++

• Transfers Out
• Other Uses

47

Budg e t Summa ry: COERe vie w

Was a dollar amount provided?

#4

Verify amount against District’s 2017-18 Adopted Budget.

SACS Form 01 SACS Form 01

• Page 4
• Subtotal, LCFF

Sources

• - Minus --
• Transfers to Charter

Schools in Lieu Property Taxes

48

Budg e t Summa ry: COERe vie w

49

Using the sa mple L CAP a nd b udg e t pro vide d:

1) Ca lc ula te the a mo unts tha t sho uld b e inc lude d in the Budg e t Summa ry 2) Wha t re c o mme nda tio ns do yo u ha ve fo r the “de sc rib e No n-L CAP e xpe nditure s” b o x?

Handout

Co mple te the Budg e t Summa ry

50

27,980,000 145,000 21,925,000

Many, many, many things...

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Se c tio n 2: Annua l Upda te

52

53

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“L CAP Annua l Upda te s sho uld se rve a s a me a ning ful to o l fo r lo c a l a c c o unta b ility a nd c o ntinuo us impro ve me nt. Altho ug h the L CAP Annua l Upda te is still re la tive ly ne w, thus fa r it ha s b e e n a misse d o ppo rtunity in mo st distric ts. T he Annua l Upda te is inte nde d to e nc o ura g e distric ts to mo nito r pro g re ss to wa rds e xpe c te d o utc o me s a nd me a sure wha t pro g re ss re ma ins. I t sho uld a lso inc lude a n a sse ssme nt o f spe c ific a c tio ns a nd b e da ta drive n.” (ACL U & Pub lic Advo c ate s L e tte r, June 17, 2016)

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L e g a l Ba sis fo r Annua l Upda te

E C 52060(b ) A lo c a l c o ntro l a nd a c c o unta b ility pla n a do pte d b y a g o ve rning b o a rd o f a sc ho o l distric t sha ll b e e ffe c tive fo r a pe rio d o f thre e ye a rs, a nd sha ll b e upda te d on o r be for

e July 1 o f e ac h ye ar.

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Pro vide s a n o ppo rtunity fo r re fle c tio n o n e ffe c tive ne ss o f c urre nt pla n Re vie w distric t o utc o me s in sta te a nd lo c a l prio rity a re a s fo r the pa st

sc ho o l ye a r

Pro vide s sta ke ho lde rs with info rma tio n o n the impa c t o f the c urre nt

ye a r’ s pla n a nd pla nne d c ha ng e s in the c o ming ye a r

Pro vide s a n o ppo rtunity fo r sta ke ho lde rs to pa rtic ipa te in the a na lysis

• f the e ffe c tive ne ss o f pla nne d a c tio ns/ se rvic e s

De sc r

ibe s annual adjustme nts to planne d ac tions/ se r vic e s and/ or

• utc ome s as ne e de d base d on analysis of ac tual annual outc ome

data inc luding data fr

• m E

valuation Rubr ic s

57

CCSESA - November 2016

F

• c us on Analysis of Pe r

for manc e Data, inc luding data fr

• m E

valuation R ubr ic s

• T

e mpla te ha s b e e n re o rde re d

• Pro mpts fo r the Ana lysis Se c tio n ha ve b e e n e xpa nde d
• Use o f the E

va lua tio n Rub ric s is re q uire d whe re a pplic a b le

• Mo re c la rity pro vide d in instruc tio ns

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Annual Update

Annual Update Tem plate I nstructions

T he pla nne d g o a ls, e xpe c te d o utc o me s, a c tio ns/ se rvic e s, a nd b udg e te d e xpe nditure s must b e c o pie d ve r

batim fro m the pre vio us

ye a r’ s a ppro ve d L

• CAP. Minor

typogr aphic al e r r

• r

s may be c or r e c te d.

Annual Me asur able Outc ome s

F

• r e a c h g o a l in the prio r ye a r, ide ntify a nd re vie w the a c tua l

me a sura b le o utc o me s a s c o mpa re d to the e xpe c te d a nnua l me a sura b le o utc o me s ide ntifie d in the prio r ye a r fo r the g o a l.

59

Ac tions/ Se r vic e s

I de ntify the planne d Ac tio ns/ Se rvic e s a nd the b udg e te d e xpe nditure s to imple me nt the se a c tio ns to wa rd a c hie ving the de sc rib e d g o a l. I de ntify the ac tual a c tio ns/ se rvic e s imple me nte d to me e t the de sc rib e d g o a l a nd the e stimate d ac tual annual e xpe nditur

e s to

imple me nt the a c tio ns/ se rvic e s. As a pplic a b le , ide ntify a ny c ha ng e s to the stude nts o r stude nt g ro ups se rve d, o r to the pla nne d lo c a tio n o f the a c tio ns/ se rvic e s pro vide d.

Annual Update Tem plate I nstructions

60

Analysis

Using a c tua l a nnua l me a sura b le o utc o me da ta , inc luding da ta fro m the L CF F E va lua tio n Rub ric s, a na lyze whe the r the pla nne d a c tio ns/ se rvic e s we re e ffe c tive in a c hie ving the g o a l. Re spo nd to the pro mpts a s instruc te d.

❖

De sc rib e the o ve ra ll imple me nta tio n o f the a c tio ns/ se rvic e s to a c hie ve the a rtic ula te d g o a l. I nc lude a disc ussio n o f re le vant c halle ng e s and suc c e sse s e xpe rie nc e d with the imple me ntatio n pro c e ss.

❖

De sc rib e the o ve ra ll e ffe c tive ne ss o f the a c tio ns/ se rvic e s to a c hie ve the a rtic ula te d g o a l a s me a sure d b y the L E A.

❖

E xpla in ma te ria l diffe re nc e s b e twe e n Budg e te d E xpe nditure s a nd E stima te d Ac tua l E xpe nditure s. Mino r varianc e s in e xpe nditure s o r a do llar-fo r-do llar ac c o unting is no t re q uire d.

❖

De sc rib e a ny c ha ng e s ma de to this g o a l, e xpe c te d o utc o me s, me tric s, o r a c tio ns a nd se rvic e s to a c hie ve this g o a l a s a re sult o f this a na lysis a nd a na lysis o f the da ta pro vide d in the L CF F E va lua tio n Rub ric s, a s a pplic a b le . I de ntify whe re tho se c ha ng e s c a n b e fo und in the L CAP.

Annual Update Tem plate I nstructions

61

Disc ussio n

Wha t wo uld distric ts o r COE s ne e d to c o nside r b e fo re b e g inning the Annua l Upda te ? Using the ha ndo ut pro vide d, c o nside r b o th the info rma tio n distric ts wo uld ne e d to a c c e ss a nd the pro c e sse s tha t wo uld ne e d to b e in pla c e to c o nduc t a me a ning ful Annua l Upda te .

62

63

Copied Verbatim Copied Verbatim

Identify the actual actions/ services, including changes

Copied Verbatim

Identify fiscal projections through 6/30

Use most current data

64

C 65

Describe the o ve ra ll imple me nta tio n of the a c tio ns/ se rvic e s to achieve the articulated goal. Describe the overall effectiveness of the actions/ services to achieve the articulated goal as measured by the LEA. Explain m aterial differences between Budgeted Expenditures and Estimated Actual Expenditures. Analysis

(a c a re ful study o f so me thing to le a rn a b o ut its pa rts, wha t the y do , a nd ho w the y a re re la te d to e a c h

• the r)

66

De sc rib e a ny c ha ng e s ma de to this g o a l, e xpe c te d o utc o me s, me tric s, o r a c tio ns a nd se rvic e s to a c hie ve this g o a l a s a re sult o f this a na lysis a nd a na lysis o f the L CF F E va lua tio n Rub ric s, a s a pplic a b le . I de ntify whe re tho se c ha ng e s c a n b e fo und in the L CAP.

Analysis

(a c a re ful study o f so me thing to le a rn a b o ut its pa rts, wha t the y do , a nd ho w the y a re re la te d to e a c h o the r)

67

Is Analysis base d on instr uc tions:

❖

De sc rib e s the o ve ra ll imple me nta tio n o f Ac tio ns/ Se rvic e s

➢

Are the c ha lle ng e s/ suc c e sse s in imple me nta tio n de sc rib e d?

➢

Do e s the summa ry dire c tly re la te to the g o a l?

❖

De sc rib e s e ffe c tive ne ss o f Ac tio ns/ Se rvic e s

➢

Wha t c rite ria a re use d to de te rmine e ffe c tive ne ss o f Ac tio ns/ Se rvic e s?

➢

Are the se a lig ne d to the g o a l?

❖

De sc rib e s ma te ria l c ha ng e s in the b udg e t

➢

I s the re a de sc riptio n o f ma te ria l diffe re nc e s in b udg e te d a nd a c tua l e xpe nditure s?

➢

I s the de sc riptio n pre se nte d in a c le a r a nd tra nspa re nt ma nne r?

68

Is Analysis base d on instr uc tions:

❖

De sc rib e s c ha ng e s to the L CAP fo r the upc o ming ye a r

➢

Are c ha ng e s b a se d o n Ana lysis o f e ffe c tive ne ss o f the a c tio ns/ se rvic e s in me e ting o utc o me s?

➢

Do e s the Ana lysis inc lude da ta fro m lo c a l indic a to rs a nd E va lua tio n Rub ric s?

❖

I de ntifie s whe re c ha ng e s c a n b e fo und in the L CAP

➢

Ca n sta ke ho lde rs e a sily lo c a te c ha ng e s in L CAP?

69

In your groups, review the sample Annual Update. Use handout to review the sample.

70

❖ Outc o me s pre se nte d in a c le a r, c o mpre he nsib le

ma nne r, indic a ting whic h we re a nd we re no t me t

❖ Ac tua l imple me nta tio n o f a c tio ns/ se rvic e s sho ws

tho ug htful re fle c tio n o n re a so ns b e hind a ny c ha ng e s in imple me nta tio n

❖ Re a so ns fo r fisc a l c ha ng e s a re ide ntifie d a nd

c o nne c te d to imple me nta tio n o f a c tio ns/ se rvic e s

71

Imple me ntation:

❖ De g re e o f imple me nta tio n o f ke y a c tio ns/ se rvic e s de sc rib e d ❖ Da ta inc lude d o n impa c t o f a c tio ns (e g : 50 stude nts o n

trac k fo r g raduatio n)

❖ Re a so ns fo r c ha ng e s a re ide ntifie d (e g : late hiring o f

staff, inc re ase d de mands fo rtraining )

72

E ffe c tive ne ss of Ac tions/ Se r vic e s in Ac hie ving Goal:

❖

I mpa c t o f a c tio ns/ se rvic e s re ve a ls diffe re nc e s in e ffe c tive ne ss fo r va rio us g ro ups. (e g : suspe nsio ns g e ne rally do wn, b ut inc re ase d fo r hig h sc ho o l; c hro nic ab se nte e ism impac ting kdg and 9th g rade )

❖

E ffe c tive ne ss o f a c tio ns/ se rvic e s inc lude s a na lysis o f spe c ific c o mpo ne nts o f the a c tio n. (e g : atte ndanc e spe c ialist se rvic e s e ffe c tive in suppo rting sc ho o ls, b ut late hiring and struc ture fo r e ng ag e me nt le d to le ss e ffe c tive o utc o me s fo r pare nt suppo rt)

❖

Po ssib le re a so ns fo r impa c t ide ntifie d b y sta ke ho lde rs a re no te d. (e g : ne e d fo r alte rnative s to suspe nsio n fo r hig h sc ho o ls, struc ture o f pare nt o utre ac h)

73

Cha ng e s in e xpe nditure s a re c le a rly e xpla ine d b a se d o n imple me nta tio n o f the a c tio ns/ se rvic e s (e g : salary c o sts de pe nde nt o n who fille d po sitio ns; impac t o f late imple me ntatio n o f pro g ram; ne e d fo r additio nal staff suppo rt to e ffe c tive ly imple me nt the pro g ram)

74

❖

Ana lysis is c le a rly de sc rib e d in a tra nspa re nt a nd c o mpre he nsib le ma nne r

❖

Ana lysis inc lude s re vie w o f multiple da ta so urc e s inc luding E va lua tio n Rub ric a nd lo c a l indic a to rs

❖

Cha ng e s a re dire c tly tie d to a na lysis o f o utc o me s

❖

Cha ng e s a re inc lude d tha t de mo nstra te a nd a tte mpt to b e tte r me a sure e ffe c tive ne ss o f se rvic e s fo r spe c ific g ro ups ide ntifie d a s pe rfo rming b e lo w the o ve ra ll distric t le ve l

❖

Cle a rly ide ntifie s spe c ific c ha ng e s a nd whe re the y c a n b e fo und in the ne w L CAP

75

I n e duc a tio n, the te rm c ontinuous impr

• ve me nt re fe rs to a ny sc ho o l- o r

instruc tio na l-impro ve me nt pro c e ss tha t unfo lds pro g re ssive ly, tha t do e s no t ha ve a fixe d o r pre de te rmine d e nd po int, a nd tha t is susta ine d o ve r e xte nde d pe rio ds o f time . T he c o nc e pt a lso e nc o mpa sse s the g e ne ra l b e lie f tha t impro ve me nt is no t so me thing tha t sta rts a nd sto ps, b ut it’ s so me thing tha t re q uire s a n o rg a niza tio na l o r pro fe ssio na l c o mmitme nt to a n o ng o ing pro c e ss

• f le a rning , se lf-re fle c tio n, a da pta tio n, a nd g ro wth.

Glo ssary o f E duc atio nalRe fo rm

The Annual Update is a critical part of this process!

76

Se c tio n 3: Sta ke ho lde r E ng a g e me nt

CCSE SA - No ve mb e r2016

Sta ke ho lde r E ng a g e me nt

78

 T

he sta ke ho lde r e ng a g e me nt pro c e ss is a n o ng o ing , a nnua l pro c e ss. T he re q uire me nts fo r this se c tio n a re the sa me fo r e a c h ye a r o f a thre e -ye a r L

• CAP. Whe n de ve lo ping the L

CAP, ma rk the a ppro pria te L CAP ye a r, a nd de sc rib e the sta ke ho lde r e ng a g e me nt pro c e ss use d to de ve lo p the L CAP a nd Annua l Upda te . Whe n de ve lo ping the L CAP in ye a r 2 o r ye a r 3, ma rk the a ppro pria te L CAP ye a r a nd re pla c e the pre vio us sta ke ho lde r na rra tive (s) a nd de sc rib e the sta ke ho lde r e ng a g e me nt pro c e ss use d to de ve lo p the c urre nt ye a r L CAP a nd Annua l Upda te .

Stakeholder Engagem ent Tem plate I nstructions

79

❖

Me a ning ful e ng a g e me nt o f pa re nts, stude nts, a nd o the r sta ke ho lde rs, inc luding tho se re pre se nting the stude nt g ro ups ide ntifie d b y L CF F , is c ritic a l to the de ve lo pme nt o f the L CAP a nd the b udg e t pro c e ss. E duc a tio n Co de ide ntifie s the minimum c o nsulta tio n re q uire me nts fo r sc ho o l distric ts a nd c o unty

• ffic e s o f e duc a tio n a s c o nsulting with te a c he rs, princ ipa ls, a dministra to rs,
• the r sc ho o l pe rso nne l, lo c a l b a rg a ining units o f the sc ho o l distric t, pa re nts,

a nd pupils in de ve lo ping the L

• CAP. E

duc a tio n Co de re q uire s c ha rte r sc ho o ls to c o nsult with te a c he rs, princ ipa ls, a dministra to rs, o the r sc ho o l pe rso nne l, pa re nts, a nd pupils in de ve lo ping the L

• CAP. I

n a dditio n, E duc a tio n Co de Se c tio n 48985 spe c ifie s the re q uire me nts fo r the tra nsla tio n o f no tic e s, re po rts, sta te me nts, o r re c o rds se nt to a pa re nt o r g ua rdia n.

Stakeholder Engagem ent Tem plate I nstructions

80

❖

T he L CAP sho uld b e sha re d with, a nd L E As sho uld re q ue st input fro m, sc ho o l site -le ve l a dviso ry g ro ups, a s a pplic a b le (e .g ., sc ho o l site c o unc ils, E ng lish L e a rne r Adviso ry Co unc ils, stude nt a dviso ry g ro ups, e tc .), to fa c ilita te a lig nme nt b e twe e n sc ho o l-site a nd distric t-le ve l g o a ls a nd a c tio ns. An L E A ma y inc o rpo ra te o r re fe re nc e a c tio ns de sc rib e d in o the r pla ns tha t a re b e ing unde rta ke n to me e t spe c ific g o a ls.

Stakeholder Engagem ent Tem plate I nstructions

81

Sta ke ho lde r E ng a g e me nt T e mpla te I nstruc tio ns

De sc rib e the c o nsulta tio n pro c e ss a nd ho w it impa c te d the de ve lo pme nt o f the L CAP a nd a nnua l upda te fo r the indic a te d L CAP ye a r, inc luding the g o a ls, a c tio ns, se rvic e s, a nd e xpe nditure s. I t is impo rta nt to no te wha t, if a ny, spe c ific da ta wa s sha re d with sta ke ho lde rs during the se c o nsulta tio ns.

Include format or meeting, date, audience/ participants for all efforts to gather stakeholder input Example:

• 1. On November 30, 2016 COE staff met with Foster Youth Liaisons to gather input on how they perceive COE’s efforts to coordinate services for FY
• countywide. COE shared data related to the number of meetings held and the contents of its web site.
• 1. As a result of its November 30, 2016 meeting with Foster Youth Liaisons it was agreed that:

A.COE would hold monthly collaborative meetings with Liaisons to better track progress and share information in a more timely manner. B. COE would publish information on its web page related to transportation options available to Foster Youth

INVOLVEMENT PROCESS FOR LCAP AND ANNUAL UPDATE IMPACT ON LCAP AND ANNUAL UPDATE

82

District Exam ple

77

83

L CAP - E xa mple Cha ra c te ristic s

W hat m akes these exam ples effective?

1. An intro duc to ry pa ra g ra ph g iving c o nte xt to the dyna mic s o f the ho w a nd why o f yo urpro c e ss 2. A c le a r b re a kdo wn a nd spe c ific na me s o f the c o nstitue nc y g ro ups with who m yo u me t 3. Spe c ific de sc riptio ns o f the fo rums yo u he ld, inc luding spe c ific da te s 4. A time line fo r yo urpro c e ss 5. De ta ile d da ta inc luding the numb e r o f re spo nde nts a nd wha t the y a dvo c a te d fo r 6. An histo ric a l c o nte xt o r summa ry a s c o mpa re d to prio r ye a rs 7. 7. A de ta ile d de sc riptio n o f ho w this input dire c tly impa c te d yo ur L CAP inc luding spe c ific g o a ls, a c tio ns a nd se rvic e s tha t we re a dde d, mo difie d o r de le te d.

84

Se c tio n 4: Go a ls, Ac tio ns, a nd Se rvic e s

CCSESA - November 2016 85

CCSESA - November 2016 86

Changes in Expectations by Year

87

Wha t a re the e xpe c ta tio ns in a 3-ye a r inc lusive pla n?

LCAP Components Year 1 Year 2 Year 3 Plan Summary

Yearly Yearly Yearly

Budget Summary

Yearly Yearly Yearly

Annual Update

Yearly Yearly Yearly

Stakeholder Engagement

Yearly, no historical narrative to be kept Yearly, no historical narrative to be kept Yearly, no historical narrative to be kept

Goals, Actions, & Services

Written for 3 years Changes to plan could include a change to a specific goal, adding an action, modifying an action, discontinuing an action - all based on review of data/metrics and indicators

Demonstration of Increased/Improved Services

Yearly, historical context kept over 3 years Yearly, historical context kept over 3 years Yearly, historical context kept over 3 years

88

❖ L

E As must inc lude a de sc riptio n o f the a nnua l g o a ls, fo r a ll stude nts a nd e a c h L CF F ide ntifie d g ro up o f stude nts, to b e a c hie ve d fo r e a c h sta te prio rity a s a pplic a b le to type o f L E

• A. An L

E A ma y a lso inc lude a dditio na l lo c a l prio ritie s. T his se c tio n sha ll a lso inc lude a de sc riptio n o f the spe c ific pla nne d a c tio ns a n L E A will ta ke to me e t the ide ntifie d g o a ls, a nd a de sc riptio n o f the e xpe nditure s re q uire d to imple me nt the spe c ific a c tio ns.

➢ Sc hool distr

ic ts and c ounty offic e s of e duc ation: T

he L CAP is a thre e - ye a r pla n, whic h is re vie we d a nd upda te d a nnua lly, a s re q uire d.

➢ Char

te r sc hools: T

he numb e r o f ye a rs a ddre sse d in the L CAP ma y a lig n with the te rm o f the c ha rte r sc ho o l’ s b udg e t, typic a lly o ne ye a r, whic h is sub mitte d to the sc ho o l’ s a utho rize r. I f ye a r 2 a nd/ o r ye a r 3 is no t a pplic a b le , c ha rte r sc ho o ls must spe c ify a s suc h.

Goals, Actions, & Services Tem plate I nstructions

89

New

90

Goal

❖ Sta te the g o a l. L

E As ma y numb e r the g o a ls using the “Go a l # ” b o x fo r e a se

• f re fe re nc e . A g o a l is a b ro a d sta te me nt tha t de sc rib e s the de sire d re sult

to whic h a ll a c tio ns/ se rvic e s a re dire c te d. A g o a l a nswe rs the q ue stio n: Wha t is the L E A se e king to a c hie ve ?

R e late d State and/ or L

• c al Pr

ior itie s

❖ I

de ntify the sta te a nd/ o r lo c a l prio ritie s a ddre sse d b y the g o a l b y pla c ing a c he c k ma rk ne xt to the a pplic a b le prio rity o r prio ritie s. T he L CAP must inc lude g o a ls tha t a ddre ss e a c h o f the sta te prio ritie s, a s a pplic a b le to the type o f L E A, a nd a ny a dditio na l lo c a l prio ritie s; ho we ve r, o ne g o a l ma y a ddre ss multiple prio ritie s. (L ink to Sta te Prio ritie s)

Goals, Actions, & Services Tem plate I nstructions

91

Separate locations to include information

92

Ide ntifie d Ne e d

❖

De sc rib e the ne e ds tha t le d to e sta b lishing the g o a l. T he ide ntifie d ne e ds ma y b e b a se d o n q ua ntita tive o r q ua lita tive info rma tio n, inc luding , b ut no t limite d to , re sults o f the a nnua l upda te pro c e ss o r pe rfo rma nc e da ta fro m the L CF F E va lua tio n Rub ric s, a s a pplic a b le .

E xpe c te d Annual Me asur able Outc ome s

❖

F

• r e a c h L

CAP ye a r, ide ntify the me tric (s) o r indic a to r(s) tha t the L E A will use to tra c k pro g re ss to wa rd the e xpe c te d o utc o me s. L E As ma y ide ntify me tric s fo r spe c ific stude nt g ro ups. I nc lude in the b a se line c o lumn the mo st re c e nt da ta a sso c ia te d with this me tric o r indic a to r a va ila b le a t the time o f a do ptio n o f the L CAP fo r the first ye a r o f the thre e -ye a r pla n. T he mo st re c e nt da ta a sso c ia te d with a me tric o r indic a to r inc lude s da ta a s re po rte d in the a nnua l upda te o f the L CAP ye a r imme dia te ly pre c e ding the thre e -ye a r pla n, a s a pplic a b le . T he b a se line da ta sha ll re ma in unc ha ng e d thro ug ho ut the thre e -ye a r L

• CAP. I

n the sub se q ue nt ye a r c o lumns, ide ntify the pro g re ss to b e ma de in e a c h ye a r

• f the thre e -ye a r c yc le o f the L
• CAP. Co nside r ho w e xpe c te d o utc o me s in a ny g ive n ye a r a re re la te d

to the e xpe c te d o utc o me s fo r sub se q ue nt ye a rs.

❖

T he me tric s ma y b e q ua ntita tive o r q ua lita tive , b ut a t minimum a n L E A must use the a pplic a b le re q uire d me tric s fo r the re la te d sta te prio ritie s, in e a c h L CAP ye a r a s a pplic a b le to the type o f L E A. F

• r the stude nt e ng a g e me nt prio rity me tric s, a s a pplic a b le , L

E As must c a lc ula te the ra te s a s de sc rib e d in the L CAP T e mpla te Appe ndix, se c tio ns (a ) thro ug h (d).

Goals, Actions, & Services Tem plate I nstructions

93

New Component

94

New

95

Planne d Ac tions/ Se r vic e s

❖

F

• r e a c h a c tio n/ se rvic e , the L

E A must c o mple te e ithe r the se c tio n “F

• r Ac tio ns/ Se rvic e s no t c o ntrib uting to me e ting I

nc re a se d o r I mpro ve d Se rvic e s Re q uire me nt” o r the se c tio n “F

• r Ac tio ns/ Se rvic e s

Co ntrib uting to Me e ting the I nc re a se d o r I mpro ve d Se rvic e s Re q uire me nt.”

T he L E A shall not c omple te both se c tions for a single ac tion.

Goals, Actions, & Services Tem plate I nstructions

96

For Actions/Services Not Contributing to Meeting the Increased or Improved Services Requirement

Stude nts to be Se r ve d

❖

T he “Stude nts to b e Se rve d” b o x is to b e c o mple te d fo r a ll a c tio ns/ se rvic e s e xc e pt fo r tho se whic h a re inc lude d b y the L E A a s c o ntrib uting to me e ting the re q uire me nt to inc re a se o r impro ve se rvic e s fo r unduplic a te d stude nts. I ndic a te in this b o x whic h stude nts will b e ne fit fro m the a c tio ns/ se rvic e s b y c he c king “All”, “Stude nts with Disa b ilitie s”, o r “Spe c ific Stude nt Gro up(s)”. I f “Spe c ific Stude nt Gro up(s)” is c he c ke d, ide ntify the spe c ific stude nt g ro up(s) a s a ppro pria te .

L

• c ation(s)

❖

I de ntify the lo c a tio n whe re the a c tio n/ se rvic e s will b e pro vide d. I f the se rvic e s a re pro vide d to a ll sc ho o ls within the L E A, the L E A must indic a te “All Sc ho o ls”. I f the se rvic e s a re pro vide d to spe c ific sc ho o ls within the L E A o r spe c ific g ra de spa ns o nly, the L E A must ma rk “Spe c ific Sc ho o ls” o r “Spe c ific Gra de Spa ns”. I de ntify the individua l sc ho o l o r a sub se t o f sc ho o ls o r g ra de spa ns (e .g ., a ll hig h sc ho o ls o r g ra de s K

• 5), a s a ppro pria te .

Char te r sc hools o pe ra ting mo re tha n o ne site , a utho rize d within the sa me c ha rte r pe titio n, ma y c ho o se to disting uish

b e twe e n site s b y se le c ting “Spe c ific Sc ho o ls” a nd ide ntify the site (s) whe re the a c tio ns/ se rvic e s will b e pro vide d. F

• r

c ha rte r sc ho o ls o pe ra ting o nly o ne site , “All Sc ho o ls” a nd “Spe c ific Sc ho o ls” ma y b e syno nymo us a nd, the re fo re , e ithe r wo uld b e a ppro pria te . Cha rte r sc ho o ls ma y use e ithe r te rm pro vide d the y a re use d in a c o nsiste nt ma nne r thro ug h the L CAP.

Goals, Actions, & Services Tem plate I nstructions

97

Budge te d E xpe nditur e s

❖

F

• r e a c h a c tio n/ se rvic e , list a nd de sc rib e b udg e te d e xpe nditure s fo r e a c h sc ho o l

ye a r to imple me nt the se a c tio ns, inc luding whe re tho se e xpe nditure s c a n b e fo und in the L E A’ s b udg e t. T he L E A must re fe re nc e a ll fund so urc e s fo r e a c h pro po se d e xpe nditure . E xpe nditure s must b e c la ssifie d using the Ca lifo rnia Sc ho o l Ac c o unting Ma nua l a s re q uire d b y E duc atio n Co de se c tio ns 52061, 52067, a nd 47606.5.

❖

E xpe nditure s tha t a re inc lude d mo re tha n o nc e in a n L CAP must b e indic a te d a s a duplic a te d e xpe nditure a nd inc lude a re fe re nc e to the g o a l a nd a c tio n/ se rvic e whe re the e xpe nditure first a ppe a rs in the L CAP.

❖

I f a c o unty supe rinte nde nt o f sc ho o ls ha s jurisdic tio n o ve r a sing le sc ho o l distric t, a nd c ho o se s to c o mple te a sing le L CAP, the L CAP must c le a rly a rtic ula te to whic h e ntity’ s b udg e t (sc ho o l distric t o r c o unty supe rinte nde nt o f sc ho o ls) a ll b udg e te d e xpe nditure s a re a lig ne d.

Goals, Actions, & Services Tem plate I nstructions

98

Ac tions/ Se r vic e s

F

• r e a c h L

CAP ye a r, ide ntify the a c tio ns to b e pe rfo rme d a nd se rvic e s pro vide d to me e t the de sc rib e d g o a l. Ac tio ns a nd se rvic e s tha t a re imple me nte d to a c hie ve the ide ntifie d g o a l ma y b e g ro upe d to g e the r. L E As ma y numb e r the a c tio n/ se rvic e using the “Ac tio n # ” b o x fo r e a se o f re fe re nc e .

Ne w/ Modifie d/ Unc hange d:

❖

Che c k “Ne w” if the a c tio n/ se rvic e is b e ing a dde d in a ny o f the thre e ye a rs o f the L CAP to me e t the a rtic ula te d g o a l.

❖

Che c k “Mo difie d” if the a c tio n/ se rvic e wa s inc lude d to me e t a n a rtic ula te d g o a l a nd ha s b e e n c ha ng e d o r mo difie d in a ny wa y fro m the prio r ye a r de sc riptio n.

❖

Che c k “Unc ha ng e d” if the a c tio n/ se rvic e wa s inc lude d to me e t a n a rtic ula te d g o a l a nd ha s no t b e e n c ha ng e d o r mo difie d in a ny wa y fro m the prio r ye a r de sc riptio n.

➢

I f a pla nne d a c tio n/ se rvic e is a ntic ipa te d to re main unc ha ng e d fo r the dura tio n o f the pla n, a n L E A ma y c he c k “Unc ha ng e d” a nd le a ve the sub se q ue nt ye a r c o lumns b la nk ra the r tha n ha ving to c o py/ pa ste the a c tio n/ se rvic e into the sub se q ue nt ye a r c o lumns. Budg e te d e xpe nditure s ma y b e tre a te d in the sa me wa y a s a pplic a b le .

Note : T

he g o a l fro m the prio r ye a r ma y o r ma y no t b e inc lude d in the c urre nt thre e -ye a r L

• CAP. F
• r e xa mple ,

whe n de ve lo ping ye a r 1 o f the L CAP, the g o a ls a rtic ula te d in ye a r 3 o f the pre c e ding thre e -ye a r L CAP will b e fro m the prio r ye a r.

Goals, Actions, & Services Tem plate I nstructions

99

Go a ls, Ac tio ns, a nd Se rvic e s E xa mple

This goal covers basic services, teachers, curriculum, and facilities Use of state and local metrics and inclusion of needs as identified by a variety of stakeholders Measures include closing of the gap

All students will receive high quality instruction in California English language arts, mathematics and Next Generation Science Standards (NGSS) from highly qualified teachers in 21st Century classrooms at safe clean and welcoming facilities to prepare them to be college and career ready upon graduation.

1.The School Accountability Report Card (SARC) indicates 94% of staff are fully credentialed in the area taught. High school science, high school mathematics, content ELD support, and special education teachers are needed.

• 2. Statewide summative (CAASPP) student achievement data, teacher survey data, observational walk‐through data all indicate the need for

continued professional development on California Math, English Language Arts and NGSS curriculum and pedagogy.

• 3. The district technology survey demonstrates the need to upgrade classroom technology access in grades 3‐5 and parent/student survey indicates

the need to improve student access to online course materials.

73% of teachers self-report mastery of Califoria Standards Curriculum on 85% of teachers will self-report mastery

• f Califofnia Standards Curriculum

90% of teachers will self-report mastery

• f Califofnia Standards Curriculum

95% of teachers will self-report mastery

• f Califofnia Standards Curriculum

100

Go a ls, Ac tio ns, a nd Se rvic e s E xa mple

Important to show increased costs and base services

101

F

• r

Ac tions/ Se r vic e s Contr ibuting to Me e ting the Inc r e ase d or Impr

• ve d Se r

vic e s R e quir e me nt: Stude nts to be Se r ve d

❖

F

• r a ny a c tio n/ se rvic e c o ntrib uting to the L

E A’ s o ve ra ll de mo nstra tio n tha t it ha s inc re a se d o r impro ve d se rvic e s fo r unduplic a te d stude nts a b o ve wha t is pro vide d to a ll stude nts (se e De mo nstra tio n o f I nc re a se d o r I mpro ve d Se rvic e s fo r Unduplic a te d Stude nts se c tio n, b e lo w), the L E A must ide ntify the unduplic a te d stude nt g ro up(s) b e ing se rve d. Sc ope of Se r vic e

❖

F

• r e a c h a c tio n/ se rvic e c o ntrib uting to me e ting the inc re a se d o r impro ve d se rvic e s re q uire me nt,

ide ntify sc o pe o f se rvic e b y indic a ting “L E A-wide ”, “Sc ho o lwide ”, o r “L imite d to Unduplic a te d Stude nt Gro up(s)”. T he L E A must se le c t o ne o f the fo llo wing thre e o ptio ns:

➢

I f the a c tio n/ se rvic e is b e ing funde d a nd pro vide d to upg ra de the e ntire e duc a tio na l pro g ra m o f the L E A, pla c e a c he c k ma rk ne xt to “L E A-wide .”

➢

I f the a c tio n/ se rvic e is b e ing funde d a nd pro vide d to upg ra de the e ntire e duc a tio na l pro g ra m o f a pa rtic ula r sc ho o l o r sc ho o ls, pla c e a c he c k ma rk ne xt to “sc ho o lwide ”.

➢

I f the a c tio n/ se rvic e b e ing funde d a nd pro vide d is limite d to the unduplic a te d stude nts ide ntifie d in “Stude nts to b e Se rve d”, pla c e a c he c k ma rk ne xt to “L imite d to Stude nt G ro ups”.

Goals, Actions, & Services Tem plate I nstructions

102

F

• r

Ac tions/ Se r vic e s Contr ibuting to Me e ting the Inc r e ase d or Impr

• ve d Se r

vic e s R e quir e me nt:

F

• r

c har te r sc hools and single -sc hool sc hool distr ic ts, “L

E A-wide ” a nd “Sc ho o lwide ” ma y b e syno nymo us a nd, the re fo re , e ithe r wo uld b e a ppro pria te . F

• r c ha rte r sc ho o ls o pe ra ting multiple

sc ho o ls (de te rmine d b y a uniq ue CDS c o de ) unde r a sing le c ha rte r, use “L E A-wide ” to re fe r to a ll sc ho o ls unde r the c ha rte r a nd use “Sc ho o lwide ” to re fe r to a sing le sc ho o l a utho rize d within the sa me c ha rte r pe titio n. Cha rte r sc ho o ls o pe ra ting a sing le sc ho o l ma y use “L E A-wide ” o r “Sc ho o lwide ” pro vide d the se te rms a re use d in a c o nsiste nt ma nne r thro ug h the L CAP.

L

• c ation(s)

❖

I de ntify the lo c a tio n whe re the a c tio n/ se rvic e s will b e pro vide d. I f the se rvic e s a re pro vide d to a ll sc ho o ls within the L E A, the L E A must indic a te “All Sc ho o ls”. I f the se rvic e s a re pro vide d to spe c ific sc ho o ls within the L E A o r spe c ific g ra de spa ns o nly, the L E A must ma rk “Spe c ific Sc ho o ls” o r “Spe c ific Gra de Spa ns”. I de ntify the individua l sc ho o l o r a sub se t o f sc ho o ls o r g ra de spa ns (e .g ., a ll hig h sc ho o ls o r g ra de s K

• 5), a s a ppro pria te .

Goals, Actions, & Services Tem plate I nstructions

103

Action may seem to serve all but be “principally directed” to meet subgroup needs Show increased costs and other funding sources

Go a ls, Ac tio ns, a nd Se rvic e s E xa mple

/EL Needs

2. 2.

/$10,000 /$10,000 /$10,000 104

Char te r sc hools o pe ra ting mo re tha n o ne site , a utho rize d within the sa me

c ha rte r pe titio n, ma y c ho o se to disting uish b e twe e n site s b y se le c ting “Spe c ific Sc ho o ls” a nd ide ntify the site (s) whe re the a c tio ns/ se rvic e s will b e pro vide d. F

• r c ha rte r sc ho o ls o pe ra ting o nly o ne site , “All Sc ho o ls” a nd

“Spe c ific Sc ho o ls” ma y b e syno nymo us a nd, the re fo re , e ithe r wo uld b e a ppro pria te . Cha rte r sc ho o ls ma y use e ithe r te rm pro vide d the y a re use d in a c o nsiste nt ma nne r thro ug h the L CAP.

Goals, Actions, & Services Tem plate I nstructions

105

Char te r sc hools ma y c o mple te the L

CAP to a lig n with the te rm o f the c ha rte r sc ho o l’ s b udg e t tha t is sub mitte d to the sc ho o l’ s a utho rize r. Ac c o rding ly, a c ha rte r sc ho o l sub mitting a o ne -ye a r b udg e t to its a utho rize r ma y c ho o se no t to c o mple te the ye a r 2 a nd ye a r 3 po rtio ns o f the Go a ls, Ac tio ns, a nd Se rvic e s se c tio n o f the te mpla te . I f ye a r 2 a nd/ o r ye a r 3 is no t a pplic a b le , c ha rte r sc ho o ls must spe c ify a s suc h.

Goals, Actions, & Services Tem plate I nstructions

106

Go a ls, Ac tio ns, a nd Se rvic e s

❖ See gray handout. ❖ Discuss sample data at your table. ❖ Agree on 1 goal and 1 action/ service that addresses at least 1 element of the input and at least 1 state priority. ❖ Choose 1 person to share.

107

Go a ls, Ac tio ns, a nd Se rvic e s

❖

Do e s the Go al a ddre ss a t le a st o ne o f the Sta te Prio ritie s?

❖

Who is se rve d b y the a c tio n o r se rvic e ?

❖

Do e s the a c tio n/ se rvic e pro vide a ta rg e te d se rvic e o r is it princ ipa lly dire c te d to impro ve unduplic a te d o utc o me s thro ug h b ro a d instruc tio na l o r se rvic e impro ve me nts?

❖

Wha t sta te a nd lo c a l me tric s will b e use d to me a sure c o ntinuo us impro ve me nt?

❖

Are the me tric s diffe re ntia te d to a ddre ss pe rfo rma nc e g a ps?

108

Go a ls, Ac tio ns, a nd Se rvic e s

103

I n a dditio n to the L CAP a rtic ula ting the a c tio ns a nd se rvic e s tha t the L E A will imple me nt to re a lize the L E A visio n, o r stra te g ic pla n; the L CAP a lso hig hlig hts the a c tio ns a nd se rvic e s tha t pro vide the L E As Multiple Syste ms o f Suppo rt

109

Go a ls, Ac tio ns, a nd Se rvic e s

A sm all sam ple of services seen in previous LCAPs BASIC SERVICES – (Indicate “All Students” on LCAP)

ACADEMIC Properly assigned/credentialed teachers (Priority 1, 7) California Standards Curriculum / NGSS Curriculum Materials and Pedagogy (Priority 1, 2, 7) High School – A-G approved courses (Priority 1, 2, 4, 7, 8) CLIMATE: SOCIAL, EMOTIONAL, BEHAVIORAL Clean, safe, welcoming, facilities (Priority 1, 5, 6) Positive Behavioral Intervention System (PBIS) (Priority 5, 6, 7, 8) Proper campus supervision (Priority 1)

INTERVENTION SERVICES - (Indicate Subgroup the intervention is to primarily serve on LCAP)

ACADEMIC After School Tutorial Program (Priority 4, 7,8) Intervention Curriculum (Priority 4, 7,8) Intervention Support Teachers / Classes (Priority 4, 7,8) CLIMATE – SOCIAL EMOTIONAL – BEHAVIORAL Attendance Intervention Support (Priority 5) Parenting classes (Priority 3) Additional College to Career counselor (Priority 7,8)

INTENSIVE INTERVENTION SERVICES – (Indicate Subgroup the intervention is to serve on LCAP)

CLIMATE – SOCIAL EMOTIONAL – BEHAVIORAL LCSW or MFT on site ACADEMIC Newcomer’s classroom for new immigrant students Beginning literacy classes @ grade 6-12

110

Go a ls, Ac tio ns, a nd Se rvic e s:Outc o me s

Pro vide me a sura b le o utc o me s

❖

“I de ntify a nd de sc rib e spe c ific e xpe c te d me a sura b le o utc o me s” Pro vide o utc o me s fo r a ll me tric s fo r a ll 3 ye a rs

❖

“…the g o a l ta b le s must a ddre ss a ll re q uire d me tric s fo r e ve ry sta te prio rity in e a c h L CAP ye a r” Bre a k o ut e xpe nditure s b y fund so urc e

❖

“Wha t c ha ng e s to g o a ls, a c tio ns, se rvic e s, a nd e xpe nditure s a re b e ing ma de in the L CAP”

111

Section 5 : Dem onstration of I ncreased or I m proved Services for Unduplicated Pupils

112

Politic al Conte xt

“T he se se c tio n 3 re q uire me nts a re e sse ntia l to e nsure tha t the funds the le g isla ture inte nde d fo r a ddre ssing the g re a te r ne e ds o f hig h- ne e d stude nts a re no t tre a te d a s indisting uisha b le fro m the b a se funding distric ts re c e ive , b ut inste a d a re pro pe rly use d to me e t the L E A’ s pro po rtio na lity o b lig a tio n. A me a ning ful se c tio n 3 e xpla na tio n e nsure s tha t de c isio ns a re a nc ho re d in the pa rtic ula r ne e ds o f the hig h-ne e d stude nts who g e ne ra te d tho se funds in the first pla c e .”

(Pub lic Advo c ate s / ACL U o f Califo rnia le tte r to S BE , Marc h 31, 2016)

113

De mo nstra tio n o f I nc re a se d o r I mpro ve d Se rvic e s fo r Unduplic a te d Pupils

114

De monstr ation of Inc r e ase d or Impr

• ve d Se r

vic e s for Unduplic ate d Pupils: Star ting Point

What to do be for e c omple ting se c tion

❖

Use F CMAT L CF F Ca lc ula to r to c a lc ula te e stima te d Supple me nta l a nd Co nc e ntra tio n Gra nt F unds a nd Minimum Pro po rtio na lity Pe rc e nta g e (MPP) fo r L CAP ye a r

❖

Re vie w Go a ls, Ac tio ns, a nd Se rvic e s se c tio n (a fte r c o mple te d)

➢

I de ntify g o a ls ide ntifie d a s c o ntrib uting to wa rd inc re a se d o r impro ve d se rvic e s

❖

I de ntify a ny use o f Supple me nta l a nd Co nc e ntra tio n Gra nt funds a nd whe the r the use wa s:

➢

Distric t-wide

➢

Sc ho o l-wide

➢

T a rg e te d Se rvic e s

❖

Ob ta in unduplic a te d pupil pe rc e nta g e s fo r distric t a nd e a c h sc ho o l site

❖

Asse mb le info rma tio n re la te d to re se a rc h-b a se d stra te g ie s imple me nte d a t distric t a nd/ o r sc ho o l site s

115

❖

T his se c tio n must b e c o mple te d fo r e a c h L CAP ye a r. Whe n de ve lo ping the L CAP in ye a r 2 o r ye a r 3, c o py the De mo nstra tio n o f I nc re a se d o r I mpro ve d Se rvic e s fo r Unduplic a te d Stude nts ta b le a nd ma rk the a ppro pria te L CAP ye a r. Using the c o py o f the ta b le , c o mple te the ta b le a s re q uire d fo r the c urre nt ye a r L

• CAP. Re ta in a ll prio r ye a r ta b le s

fo r this se c tio n fo r e a c h o f the thre e ye a rs within the L CAP.

❖

E stimate d Supple me ntal and Conc e ntr ation Gr ant F unds: I

de ntify the a mo unt o f funds in the L CAP ye a r c a lc ula te d o n the b a sis o f the numb e r a nd c o nc e ntra tio n o f lo w inc o me , fo ste r yo uth, a nd E ng lish le a rne r stude nts a s de te rmine d pursua nt to 5 CCR 15496(a )(5). No te : S ame pro c e ss as prio rye ars Dem onstration of I ncreased/ I m proved Services Tem plate I nstructions

116

❖ Pe r c e ntage to Inc r e ase or Impr

• ve Se rvic e s:

I de ntify the pe rc e nta g e b y whic h se rvic e s fo r unduplic a te d pupils must b e inc re a se d o r impro ve d a s c o mpa re d to the se rvic e s pro vide d to a ll stude nts in the L CAP ye a r a s c a lc ula te d pursua nt to 5 CCR 15496(a )(7). No te : S ame pro c e ss as prio rye ars

❖

Co nsiste nt with the re q uire me nts o f 5 CCR 15496, de sc rib e ho w se rvic e s pro vide d to unduplic a te d pupils a re inc re a se d o r impro ve d b y a t le a st the pe rc e nta g e c a lc ula te d a s c o mpa re d to se rvic e s pro vide d to a ll stude nts in the L CAP ye a r. Dem onstration of I ncreased/ I m proved Services Tem plate I nstructions

117

❖

T

• impro ve se rvic e s me a ns to g ro w se rvic e s in q ua lity a nd to inc re a se

se rvic e s me a ns to g ro w se rvic e s in q ua ntity. T his de sc riptio n must a ddre ss ho w the a c tio n(s)/ se rvic e (s) limite d fo r o ne o r mo re unduplic a te d stude nt g ro up(s), a nd a ny sc ho o lwide o r distric twide a c tio n(s)/ se rvic e (s) suppo rte d b y the a ppro pria te de sc riptio n, ta ke n to g e the r, re sult in the re q uire d pro po rtio na l inc re a se o r impro ve me nt in se rvic e s fo r unduplic a te d pupils.

❖

I f the o ve ra ll inc re a se d o r impro ve d se rvic e s inc lude a ny a c tio ns/ se rvic e s b e ing funde d a nd pro vide d o n a sc ho o lwide o r distric twide b a sis, ide ntify e a c h a c tio n/ se rvic e a nd inc lude the re q uire d de sc riptio ns suppo rting e a c h a c tio n/ se rvic e a s fo llo ws. Dem onstration of I ncreased/ I m proved Services Tem plate I nstructions

118

F

• r

those se r vic e s be ing pr

• vide d on an L

E A-wide basis:

❖

F

• r sc ho o l distric ts with a n unduplic a te d pupil pe rc e nta g e o f 55% o r mo re ,

a nd fo r c ha rte r sc ho o ls a nd c o unty o ffic e s o f e duc a tio n: De sc rib e ho w the se se rvic e s a re pr

inc ipally dir e c te d to a nd e ffe c tive in me e ting its g o a ls

fo r unduplic a te d pupils in the sta te a nd a ny lo c a l prio ritie s.

❖

F

• r sc ho o l distric ts with a n unduplic a te d pupil pe rc e nta g e o f le ss tha n 55%:

De sc rib e ho w the se se rvic e s a re pr

inc ipally dir e c te d to a nd e ffe c tive in

me e ting its g o a ls fo r unduplic a te d pupils in the sta te a nd a ny lo c a l prio ritie s. Also de sc rib e ho w the se rvic e s a re the most e ffe c tive use of the funds to me e t the se g o a ls fo r its unduplic a te d pupils. Pro vide the b a sis fo r this de te rmina tio n, inc luding a ny a lte rna tive s c o nside re d, suppo rting re se a rc h, e xpe rie nc e o r e duc a tio na l the o ry.

Dem onstration of I ncreased/ I m proved Services Tem plate I nstructions

119

F

• r sc ho o l distric ts o nly, ide ntify in the de sc riptio n tho se se rvic e s b e ing

funde d a nd pro vide d o n a sc ho o lwide b a sis, a nd inc lude the re q uire d de sc riptio n suppo rting the use o f the funds o n a sc hoolwide basis:

❖

F

• r sc ho o ls with 40% o r mo re e nro llme nt o f unduplic a te d pupils: De sc rib e ho w

the se se rvic e s a re pr

inc ipally dir e c te d to a nd e ffe c tive in me e ting its g o a ls fo r

its unduplic a te d pupils in the sta te a nd a ny lo c a l prio ritie s.

❖

F

• r sc ho o l distric ts e xpe nding funds o n a sc ho o lwide b a sis a t a sc ho o l with le ss

tha n 40% e nro llme nt o f unduplic a te d pupils: De sc rib e ho w the se se rvic e s a re

pr inc ipally dir e c te d to a nd ho w the se rvic e s a re the most e ffe c tive use of the funds to me e t its g o a ls fo r E

ng lish le a rne rs, lo w inc o me stude nts a nd fo ste r yo uth, in the sta te a nd a ny lo c a l prio ritie s.

Dem onstration of I ncreased/ I m proved Services Tem plate I nstructions

120

Co mple ting the De mo nstra tio n o f I nc re a se d o r I mpro ve d Se rvic e s fo r Unduplic a te d Pupils

FCMAT LCFF Calculator

• LCAP MPP Tab
• 5. Estimated Supplemental &

Concentration Grant Funding

• 2017-18 Column

FCMAT LCFF Calculator

• LCAP MPP Tab
• 7/8. Minimum Proportionality

Percentage

• 2017-18 Column

121

Co mple ting the De mo nstra tio n o f I nc re a se d o r I mpro ve d Se rvic e s fo r Unduplic a te d Pupils

122

Co mple ting the De mo nstra tio n o f I nc re a se d o r I mpro ve d Se rvic e s fo r Unduplic a te d Pupils

42,437,289 16.06

123

De monstr ation of Inc r e ase d or Impr

• ve d

Services for Unduplicated Pupils: I nstructions

Template Instructions

• Description requirements for Action(s)/ Service(s) provided LEA-wide or Schoolwide:

Principally directed to unduplicated pupils Effective in meeting goals for unduplicated pupils Most effective use of the funds

• Basis for determination
• Alternatives considered
• Supporting research,

experience, or educational theory

LEA-wide Schoolwide

55% or More Unduplicated Pupils Less than 55% Unduplicated Pupils Less than 40% Unduplicated Pupils 40% or More Unduplicated Pupils

124

De mo nstra tio n o f I nc re a se d o r I mpro ve d Se rvic e s fo r Unduplic a te d Pupils: E xa mple s

Example A

Principally directed to unduplicated pupils Effective in meeting goals for unduplicated pupils

The Districtwide expenditures laid out in the LCAP are available broadly, but the services are principally directed towards and are proving effective in meeting the District’s goals for its unduplicated students. Many students who do not fall into the unduplicated category do not need these services and therefore, do not avail themselves of these services. These services, therefore, are principally directed towards those who need it, and partakers of these services are self-selecting. Although available to all, it is the District's experience that those who are most at risk are more likely to need it and our outreach efforts are primarily directed at providing these Districtwide services primarily to vulnerable, unduplicated

• students. Because of the District’s successful school of choice program,

unduplicated pupils attend every school in significant numbers, further justifying a Districtwide approach for many services. For an urban school district, student needs are sometimes concentrated in specific areas. Such cases warrant a schoolwide approach, which allows for targeted support while retaining some economies of scale and site flexibility. For this plan, Example USD has identified high-need schools where “unduplicated pupils” make up 60% or more of the student population, and they will receive greater resources:

• Large District
• 60% UPP
• Districtwide and Schoolwide Approach

125

De mo nstra tio n o f I nc re a se d o r I mpro ve d Se rvic e s fo r Unduplic a te d Pupils: E xa mple s

Example B

Principally directed to unduplicated pupils Effective in meeting goals for unduplicated pupils

The percentage by which services to or achievement of unduplicated pupils must increase is estimated at 38.55% over the LCAP year. The LCAP plan developed by Example USD recognizes the needs of these at risk students that comprised about 91% of our student population. The targeted support to school sites is based upon these student populations/subgroups is designed to serve at-risk students as outlined in Section 3B demonstrates that site level funding continues to be funded at a rate that is 62% higher than pre-LCAP funding. Increased direct services may include but are not limited to supplemental instructional materials, support staff, technology, contracted services, parent engagement activities and support services, professional development, extending AVID strategies across all schools, increased counseling, increased/extended learning opportunities (e.g. summer bridge, grade level transition programs, credit recovery, and superintendent’s graduation program) and academic enrichment activities, as well as support for GATE, AP, and IB programs. In addition, the District has allocated additional funding to increase after school services to students, expand technology to students for use at home, reduce class size at 8th and 9th grades, and provide professional development for teachers geared to increase student achievement.

CCSE SA – No ve mb e r 2016

• Large District
• 91% UPP
• Targeted / Schoolwide Approach

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Example C

Principally directed to unduplicated pupils Effective in meeting goals for unduplicated pupils Most effective use of the funds

• Basis for determination
• Alternatives considered
• Supporting research,

experience, or educational theory All funds are being expended on a district-wide basis while also principally targeting unduplicated pupils as described in the table found in section 3B and in Appendix D:

• Example Action
• Example Action
• Example Action

The Example USD team reviewed Educational Theory around the reasoning to systematize services and research supports and systematic implementation and data-systems for accountability and monitoring of supports throughout the year. Our stakeholders and evaluation data demonstrates the need for systematized levels of intervention and support. Educators and psychologists are concerned about providing these interventions at the point of contact and case-management. Effective interventions and practices have been documented for addressing these

• needs. One promising approach to the systemic and sustained implementation of

these practices is school-wide interventions targeted to the students that need them through a layered intervention model. This student-based, comprehensive systems approach is suggested as a means of achieving durable implementation

• f effective school-based interventions. Research and Educational Theory are

listed in detail in Appendix H.

• Medium District
• 40% UPP
• Schoolwide Approach

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Example D

Principally directed to unduplicated pupils Effective in meeting goals for unduplicated pupils Most effective use of the funds

• Basis for determination
• Alternatives considered
• Supporting research,

experience, or educational theory Example USD reconfigured its budget to direct supplemental funds to our highest need schools based on their populations of low-income, English learner, and foster youth (see Section 2). The district decision to meaningfully shift funds towards our highest need students goes above and beyond state requirements. We believe this methodology will result in the required support for at-risk youth while still maintaining high-quality services for all students.

• Example Action
• Example Action
• Medium/Large District
• 48% UPP
• Districtwide Approach w/ School

Discretion Example USD has enhanced the systems surrounding both the planning and budgeting processes for schools to advance, among other things, the appropriate use of supplemental funds. Each Single Plan for Student Achievement (SPSA) articulates how the school will spend its supplemental funds to advance key student achievement measures. The personnel allocations included in the SPSA are derived from the school staffing sheets that mirror the base and supplemental allocation method from the state. Before funding can be spent, the SPSA is reviewed and approved by the School Site Council (SSC). Further, a review by the Central Office staff also ensures there is alignment and clarity in the SPSA to both the goals of the LCAP and appropriate use of funds. This multistep process ensures the supplemental funds are applied to services and supports for our English Learners, low-income students and foster youth.

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De mo nstra tio n o f I nc re a se d o r I mpro ve d Se rvic e s fo r Unduplic a te d Pupils: E xa mple s

Example E

Principally directed to unduplicated pupils Effective in meeting goals for unduplicated pupils Most effective use of the funds

• Basis for determination
• Alternatives considered
• Supporting research,

experience, or educational theory Example USD is utilizing LCFF supplemental funds to improve student achievement that principally meets the needs of low income, EL and foster youth at the school sites as all requests in expending funds go through an approval process through the Special Programs and Accountability office in ensuring that funds are spent to benefit these subgroups of students. Further, funds expended at the district level will be used in the following ways which is in response from the Community/Stakeholder Engagement survey as well as research based: (Please find supporting research information in Appendix B. Supporting Research Document for Programs/Services)

• Example Action
• Example Action
• Medium/Large District
• 50% UPP
• Districtwide Approach

Based on supporting research, experience, and educational theory, the Example USD has determined these actions described in the LCAP are the most effective use of funds to meet the District’s goals for unduplicated pupils and has established processes to ensure that supplemental funds are utilized in a manner which benefits the intended student subgroups.

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W hat % of supplem ental and concentration funds to be included? ❖ “Describe how the LEA is expending the Supplemental and Concentration Grant Funds this LCAP year.” ❖ “Demonstrate how the services provided in the LCAP year for low income pupils, foster youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided for such pupils in that year.” W hat % of LCFF funding should be addressed? ❖ “The LCAP is intended to be a comprehensive planning tool. Accordingly, in developing goals, specific actions, and expenditures, LEAs should carefully consider how to reflect the services and related expenses for their basic instructional program in relationship to the state priorities.”

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R E ME MBE R

1. All L CF F F unds a re Unre stric te d 2. De mo nstra tio n o f I nc re a se d o r I mpro ve d Se rvic e s Re q uire me nt is NOT a Spe nding Re q uire me nt

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T r ac k L CAP e xpe nditur e s in budge t

• Co unty o ffic e s must ve rify tha t “b udg e t fo r a pplic a b le fisc a l

ye a r… inc lude s e xpe nditure s suffic ie nt to imple me nt the spe c ific a c tio ns a nd stra te g ie s inc lude d in the lo c a l c o ntro l a nd a c c o unta b ility pla n” Pote ntial tr ac king me c hanisms

• Co st c e nte rs
• Re so urc e c o de s
• Se pa ra te ma pping to o l / spre a dshe e t
• Othe r?

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De mo nstra tio n o f I nc re a se d o r I mpro ve d Se rvic e s fo r Unduplic a te d Pupils

T able Disc ussion

• Wha t a re the ma jo r c ha lle ng e s distric ts fa c e in c o mple ting

this se c tio n?

• Wha t stra te g ie s will yo u b e re c o mme nding to distric ts a s

the y c o mple te this se c tio n?

• E

xa mple s o f b e st pra c tic e s?

Disc uss and Shar e Out

133

Summa rizing yo ur c urre nt L CAP

• Muc h o f yo ur c urre nt L

CAP will ro ll o ve r so re vie wing yo ur c urre nt L CAP will he lp to g uide yo ur wo rk

• As yo u e ng a g e yo ur sta ke ho lde rs fo r input, a lso think a b o ut

ho w yo u a re ma rke ting yo urse lf to the sta ke ho lde rs a nd the c o mmunity.

• Wha t a re the ta lking po ints yo u wa nt to e mpha size fo r yo ur

c o mmunity?

• Any ide a s to use the SBE

Ado pte d Summa ry T e mpla te o r a n a lte rna tive in c re a tive wa ys.

134

Gre a te st Pro g re ss

• Wha t is yo ur g re a te st pro g re ss to da te ?
• Ho w will we c o mmunic a te o ur suc c e ss?

135

Gre a te st Ne e ds

• Wha t a re yo ur Gre a te st Ne e ds?
• Ho w a re yo u me e ting tho se ne e ds? Ho w will yo u e ffe c tive ly

c o mmunic a te ho w the distric t is a ddre ssing the m?

• Wha t input do yo u ne e d fro m sta ke ho lde rs?

136

Pe rfo rma nc e Ga ps

• Wha t a re yo ur Pe rfo rma nc e Ga ps?
• Ho w a re yo u a ddre ssing the g a ps? Ho w do yo u e ffe c tive ly

c o mmunic a te , ho w the distric t is a ddre ssing the m?

• Wha t input is ne e de d fro m sta ke ho lde rs?

137

I nc re a se d o r I mpro ve d Se rvic e s

• Wha t inc re a se d o r impro ve d se rvic e s a re b e ing pro vide d

to ‘ prima rily’ a ddre ss the ne e ds o f unduplic a te d stude nts?

• Ho w do yo u e ffe c tive ly c o mmunic a te ?

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Ne xt Se ssio n

Se ssion 2:

Utilizing the L CAP Rub ric to c re a te a hig h q ua lity a nnua l re vie w

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Ge tting into the L CF F Rub ric a nd the da ta

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T ha nk Yo u! Ho pe to se e yo u fo r Se ssio n 2

• Ple a se c o mple te a n e va lua tio n
• Se ssio n 2

– F

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– F

e b ruary14 (T ue sday)

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