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Cat’s Cradle. Local Control Funding Formula and Local Control Accountability Plan. Brief Funding Review RCOE Funding Local Control Accountability Plan Support and Intervention. A Gift of More Local Control. FUNDING. Formula Components of the LCFF. Gap Funding. - PowerPoint PPT Presentation
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Local Control Funding Formula and Local Control Accountability Plan
Cat’s Cradle
Brief Funding Review
RCOE Funding
Local Control Accountability Plan
Support and Intervention
A Gift of More Local Control
FUNDING
Formula Components of the LCFFGap Funding
Aimed at closing each LEA’s difference between the 2012-13 funding and the 2020-21 target funding by 1/8th annually.
8 Years to Close Funding Gap
2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 $60,000,000.00
$65,000,000.00
$70,000,000.00
$75,000,000.00
$80,000,000.00
$85,000,000.00
$90,000,000.00
$95,000,000.00
$100,000,000.00
Example District Gap Funding
LCFF TargetGap Funding
Stat
e Fu
ndin
g
Setting 2020-21 Targets
• Will be impacted by COLA, fluctuating ADA, growth in property tax revenue.
• P1 in December paints the first fuzzy picture of the LEA target.
• P2 in April should generate a clearer target for LEA.
2013-14 Categorical Survivors
Major Shifts Made by the LCFF
Before LCFF After LCFF
• Revenue limits.
• State categoricals with temporary tiered flex.
• K-3 CSR: Limited funding with unlimited class sizes.
• Accountability and performance separate from funding.
• LCFF base funding differen-tiated by grade spans.
• Unduplicated pupil weights, concentration funding.
• K-3 CSR targeting 24-1.
• Local Control Accountability Plans required by July 1, 2014.
What Stays the Same?
• Financial Audits• Compliance With Williams• School Accountability Report Cards• Federal Funding, Planning, and Accountability• LEA as Subgrantee of the State
County Office Funding
2012-2013 RevenuesSome Restricted
2013-2014 RevenuesAll Unrestricted
Does not include Special Ed and Community school transfers.
Before, After, and Ever AfterOther Purpose Base Revenue Limit
Alternative Education
ROP State Aid (Includes Excess Taxes)
Foster Youth
Community Day Schools
Cal-SAFE
Teacher Credentialing Block Grant
Alternative Certification Program
California School Paraprofessional Teacher Tr.
Opportunity Schools, Specialized Schools, Community Day School, Adults in Correctional Facilities and County School Tuition
Fiscal Oversight
EIA
Math & Reading Pro. Dev. Program
ELL
Deferred Maintenance
IMF Block Grant
Staff Development - BTTA Program
Staff Development - TPR
CAHSEE Intensive Instruction and Services
Professional Development Block Grant
School and Library Improvement Block Grant
Arts and Music Block Grant
Williams
Valenzuela
Child Oral Health Assessments
School Safety and Violence Prevention
County Operations Grant
Alternative Education
Hold Harmless
County Operations GrantAlternative Education
Red section of bar graph.
Green section of bar graph.
Actual Costs to run organization
Pause and Reflect
• What questions do you have about district funding or the implications of county office funding?
• What other information have you heard that should be shared?
Local Control Accountability Plan (LCAP)
• Adopted on or
before July 1, 2014.
• SBE-adopted template required.
• Three-year plan, annually updated.
LCA
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All
of
the
foll
ow
ing
are
sta
te p
rio
riti
es:
(1)
The
deg
ree
to w
hich
the
tea
cher
s o
f th
e sc
ho
ol
dis
tric
t ar
e ap
pro
pri
atel
y as
sig
ned
in a
ccor
danc
e w
ith S
ectio
n 44
258.
9, a
nd f
ull
y cr
eden
tial
ed i
n t
he
sub
ject
are
as,
and,
for
the
pup
ils t
hey
are
teac
hing
, ev
ery
pupi
l in
the
scho
ol d
istr
ict
has
suff
icie
nt
acce
ss t
o t
he
stan
dar
ds-
alig
ned
in
stru
ctio
nal
m
ater
ials
as
dete
rmin
ed p
ursu
ant
to S
ectio
n 60
119,
and
sch
oo
l fa
cili
ties
are
mai
nta
ined
in
go
od
rep
air
as s
peci
fied
in s
ubdi
visi
on (
d) o
f S
ectio
n 17
002.
(2
) Im
ple
men
tati
on
of
the
acad
emic
co
nte
nt
and
per
form
ance
sta
nd
ard
s ad
opte
d by
the
sta
te b
oard
, in
clud
ing
how
the
pro
gram
s an
d se
rvic
es w
ill e
nab
le E
ng
lish
lea
rner
s to
acc
ess
the
com
mo
n c
ore
ac
adem
ic c
on
ten
t st
and
ard
s ad
opte
d pu
rsua
nt t
o S
ectio
n 60
605.
8 an
d t
he
En
gli
sh l
ang
uag
e d
evel
op
men
t st
and
ard
s ad
opte
d pu
rsua
nt t
o S
ectio
n 60
811.
3 fo
r pu
rpos
es o
f ga
inin
g ac
adem
ic c
on
ten
t kn
ow
led
ge
and
En
gli
sh l
ang
uag
e p
rofi
cien
cy.
(3)
Par
enta
l in
volv
emen
t, in
clud
ing
effo
rts
the
scho
ol d
istr
ict
mak
es t
o se
ek p
aren
t in
pu
t in
mak
ing
d
ecis
ion
s fo
r th
e sc
hool
dis
tric
t an
d ea
ch in
divi
dual
sch
ools
ite,
and
incl
ud
ing
ho
w t
he
sch
oo
l d
istr
ict
wil
l p
rom
ote
par
enta
l p
arti
cip
atio
n i
n p
rog
ram
s fo
r u
nd
up
lica
ted
pu
pil
s an
d i
nd
ivid
ual
s w
ith
ex
cep
tio
nal
nee
ds.
(4
) P
up
il a
chie
vem
ent,
as
mea
sure
d b
y al
l o
f th
e fo
llo
win
g,
as a
pplic
able
: (A
) S
tate
wid
e as
sess
men
ts…
(B)
The
Aca
dem
ic P
erfo
rman
ce I
ndex
…(C
) T
he p
erce
ntag
e of
pup
ils w
ho h
ave
succ
essf
ully
com
plet
ed c
ours
es t
hat
satis
fy t
he r
equi
rem
ents
for
en
tran
ce t
o th
e U
nive
rsity
of
Cal
iforn
ia a
nd t
he C
alifo
rnia
Sta
te U
nive
rsity
, or
car
eer
tech
nica
l edu
catio
n se
quen
ces…
(D)
The
per
cent
age
of E
nglis
h le
arne
r pu
pils
who
mak
e pr
ogre
ss t
owar
d E
nglis
h pr
ofic
ienc
y…(E
) T
he E
nglis
h le
arne
r re
clas
sific
atio
n ra
te.
(F)
The
per
cent
age
of p
upils
who
hav
e pa
ssed
an
adva
nced
pla
cem
ent
exam
inat
ion
with
a s
core
of
3 or
hi
gher
. (G
) T
he p
erce
ntag
e of
pup
ils w
ho p
artic
ipat
e in
, an
d de
mon
stra
te c
olle
ge p
repa
redn
ess
purs
uant
to,
the
E
arly
Ass
essm
ent
Pro
gram
…or
any
sub
sequ
ent
asse
ssm
ent
of c
olle
ge p
repa
redn
ess.
(5)
Pu
pil
en
gag
emen
t, a
s m
easu
red
by
all
of
the
foll
ow
ing
, as
app
licab
le:
(A)
Sch
ool a
tten
danc
e ra
tes.
(B
) C
hron
ic a
bsen
teei
sm r
ates
. (C
) M
iddl
e sc
hool
dro
pout
rat
es…
(D)
Hig
h sc
hool
dro
pout
rat
es.
(E)
Hig
h sc
hool
gra
duat
ion
rate
s.
(6)
Sch
oo
l cl
imat
e, a
s m
easu
red
by
all
of
the
foll
ow
ing
, as
app
licab
le:
(A)
Pup
il su
spen
sion
rat
es.
(B)
Pup
il ex
puls
ion
rate
s.
(C)
Ot7
-12,
res
pect
ivel
y)…
incl
udin
g th
e pr
ogra
ms
and
serv
ices
dev
elop
ed a
nd p
rovi
ded
to u
ndup
licat
ed
pupi
ls a
nd in
divi
dual
s w
ith e
xcep
tiona
l nee
ds,
and
the
prog
ram
and
ser
vice
s th
at a
re p
rovi
ded
to b
enef
it th
ese
pupi
ls a
s a
resu
lt of
the
fun
ding
rec
eive
d pu
rsua
nt t
o S
ectio
n 42
238.
02 (
LCF
F)…
(8)
Pu
pil
ou
tco
mes
, if
avai
labl
e, i
n t
he
sub
ject
are
as d
escr
ibed
in S
ectio
n 51
210
and
subd
ivis
ions
(a)
to
(i),
incl
usiv
e, o
f S
ectio
n 5
Describes both of the following: • Annual goals, for all pupils to be achieved for each of the state priorities and for any additional local priorities.• Specific actions the school district will take during each year to achieve the goals.
“Numerically Significant”
• At least 30 valid scores.
• For foster youth, 15 valid scores.
1. Basic Services (Williams)Teachers appropriately assigned and fully credentialed.
Student access to standards-aligned instructional materials.
School facilities maintained in good repair.
2. Implementation of State Standards
3. Parental Involvement
Parent advisory committee.
English learner parent advisory committee.
Notify members of the public and hold at least one public hearing.
4. Student Achievement
Statewide Assessments
A-G Completion Rate orCTE Course Sequence *
Reclassification Rate$
Progress toward English Proficiency
Pass Rate A.P.
Exams
E.A.P. Participation and
College Preparedness
Rate
Academic Performance Index
5. Student EngagementSchool attendance rates.
Chronic absenteeism rates.Middle school dropout rates.
High school dropout rates. High school graduation rates.
6. School ClimatePupil suspension rates.
Pupil expulsion rates.
Other local measures.
7. Access to Courses
“A full belly is little worth where the mind is starved.” -- Mark Twain
8. Other Student
Outcomes
Staff Participation
A Single Plan• Integrate Fed • School reviews *• SARC data format• Local priorities *
LCAP Links to SARC
• “reported in a manner consistent with how information is
reported on a school accountability report card.”
Public Meeting for Approval
and...
Does not have to be submitted to the SBE.
Is subject to UCP.
May not be waived by SBE or SSPI.
Pause and Reflect
• What questions or comments do you have about LCAP components. What about the plan works for you? What’s problematic?
• What other information have you heard that should be shared?
Timeline
• Initial SBE feedback to policies and templates: Nov. 6-7• Preview of policies/templates in Riverside County: Nov. 21
• Fiscal policies due January 31, 2014• SBE required to adopt template for LCAP by March 31, 2014
• June 2014, LEA Board ApprovalMust be reviewed at board meeting prior to approval at subsequent board meeting.
• Due July 1, 2014
• Content vs. Format….start now!Data consistent with SARC format.
(Embrace the ambiguity.)
“a holistic, multidimensional assessment of school district and individual schoolsite performance...”
LCFF Priorities Checklist
• Elements of LCAP planning in one place.
Updated Annually
A P
S D
What Can We Do Now?
Follow federal regulations.
What Can We Do Now?
Maintain local advisory groups.
What Can We Do Now?
Maintain ROP, Adult Education, and Home-to-
School Transportation.
What Can We Do Now?
Introduce procedures that will be required in 2014–15: Calendar events. Create writing team. Advisory committees in place. Document, document, document.
What Can We Do Now?
Look for existing data, strategies, and actions in your program that are successful with eight state priorities. What’s missing?
What Can We Do Now?
Define your core program.Study what works best for ELs and low performing students: target LCFF augmentation $ for them.Brainstorm how to supplement this w/ Title I and III from your LEAP
What Can We Do Now?
Map out CSR over 3 years.Consider what it looks like to add coaches, counselors, interventions etc. over time.What are personnel needs for ‘14-15? (March deadline)
What Can We Do Now?
Think Performance-Based Budgeting.What does it look like to plan for and fund performance?Does the strategy work?
Update budget for what works.
Performance-Based Budgeting
• “Performance budgets use statements of missions, goals and objectives to explain why the money is being spent. It is a way to allocate resources to achieve specific objectives based on program goals and measured results.”
Peter van der Knapp• The key to understanding performance-based
budgeting lies beneath the word “results”.
Pause and Reflect
• Think of an instructional strategy, practice, routine, that is working for your students, especially those who often struggle. Share that success story with a partner.
Support and Intervention
• A County Superintendent of Schools (CSOS) must provide technical assistance if: – the CSOS does not approve
an LEA’s Plan;– the CSOS does not approve
an LEA’s annual update; or– the governing board of an
LEA request technical assistance.
What If the LCAP Is not Approved?
• CSOS may:Identify the LEA’s strengths and weaknesses.
Support and Intervention Options
• CSOS may:– Assign a team of
academic experts to assist the LEA.
– Solicit another LEA to act as a partner to the LEA in need of technical assistance.
Support and Intervention Options
Support and Intervention Options
• CSOS may:– Request that the
SSPI assign the California Collaborative for Educational Excellence (CCEE)
LEAs that fail to improve student achievement: -- More than one state priority. -- One or more pupil subgroups.
Who Is Assigned Technical Assistance?
LEAs that fail to improve student achievement: -- More than one state priority. -- One or more pupil subgroups.
Who Is Assigned Technical Assistance?
LEAs who request TA pay for services.
Technical Assistance
What warrants State Superintendent intervention?
• The LEA did not improve outcomes for three or more subgroups in three out of four consecutive years.
• After advice and assistance to the LEA, the CCEE reports:The LEA has failed to implement recommendations.Inadequate performance is persistent or acute.
State Intervention
Make changes to an LEA’s LCAP.
State Intervention Options
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asdf
n) A
ll o
f th
e fo
llo
win
g a
re s
tate
pri
ori
ties
:(1
) T
he d
egre
e to
whi
ch t
he t
each
ers
of
the
sch
oo
l d
istr
ict
are
app
rop
riat
ely
assi
gn
ed in
acc
orda
nce
with
Sec
tion
4425
8.9,
and
fu
lly
cred
enti
aled
in
th
e su
bje
ct a
reas
, an
d, f
or t
he p
upils
the
y ar
e te
achi
ng,
ever
y pu
pil i
n th
e sc
hool
dis
tric
t ha
s su
ffic
ien
t ac
cess
to
th
e st
and
ard
s-al
ign
ed i
nst
ruct
ion
al
mat
eria
ls a
s de
term
ined
pur
suan
t to
Sec
tion
6011
9, a
nd s
cho
ol
faci
liti
es a
re m
ain
tain
ed i
n g
oo
d r
epai
r as
spe
cifie
d in
sub
divi
sion
(d)
of
Sec
tion
1700
2.
(2)
Imp
lem
enta
tio
n o
f th
e ac
adem
ic c
on
ten
t an
d p
erfo
rman
ce s
tan
dar
ds
adop
ted
by t
he s
tate
boa
rd,
incl
udin
g ho
w t
he p
rogr
ams
and
serv
ices
will
en
able
En
gli
sh l
earn
ers
to a
cces
s th
e co
mm
on
co
re
acad
emic
co
nte
nt
stan
dar
ds
adop
ted
purs
uant
to
Sec
tion
6060
5.8
and
th
e E
ng
lish
lan
gu
age
dev
elo
pm
ent
stan
dar
ds
adop
ted
purs
uant
to
Sec
tion
6081
1.3
for
purp
oses
of
gain
ing
acad
emic
co
nte
nt
kno
wle
dg
e an
d E
ng
lish
lan
gu
age
pro
fici
ency
. (3
) P
aren
tal
invo
lvem
ent,
incl
udin
g ef
fort
s th
e sc
hool
dis
tric
t m
akes
to
seek
par
ent
inp
ut
in m
akin
g
dec
isio
ns
for
the
scho
ol d
istr
ict
and
each
indi
vidu
al s
choo
lsite
, an
d in
clu
din
g h
ow
th
e sc
ho
ol
dis
tric
t w
ill
pro
mo
te p
aren
tal
par
tici
pat
ion
in
pro
gra
ms
for
un
du
pli
cate
d p
up
ils
and
in
div
idu
als
wit
h
exce
pti
on
al n
eed
s.
(4)
Pu
pil
ach
ieve
men
t, a
s m
easu
red
by
all
of
the
foll
ow
ing
, as
app
licab
le:
(A)
Sta
tew
ide
asse
ssm
ents
…(B
) T
he A
cade
mic
Per
form
ance
Ind
ex…
(C)
The
per
cent
age
of p
upils
who
hav
e su
cces
sful
ly c
ompl
eted
cou
rses
tha
t sa
tisfy
the
req
uire
men
ts f
or
entr
ance
to
the
Uni
vers
ity o
f C
alifo
rnia
and
the
Cal
iforn
ia S
tate
Uni
vers
ity,
or c
aree
r te
chni
cal e
duca
tion
sequ
ence
s…(D
) T
he p
erce
ntag
e of
Eng
lish
lear
ner
pupi
ls w
ho m
ake
prog
ress
tow
ard
Eng
lish
prof
icie
ncy…
(E)
The
Eng
lish
lear
ner
recl
assi
ficat
ion
rate
. (F
) T
he p
erce
ntag
e of
pup
ils w
ho h
ave
pass
ed a
n ad
vanc
ed p
lace
men
t ex
amin
atio
n w
ith a
sco
re o
f 3
or
high
er.
(G)
The
per
cent
age
of p
upils
who
par
ticip
ate
in,
and
dem
onst
rate
col
lege
pre
pare
dnes
s pu
rsua
nt t
o, t
he
Ear
ly A
sses
smen
t P
rogr
am…
or a
ny s
ubse
quen
t as
sess
men
t of
col
lege
pre
pare
dnes
s.(5
) P
up
il e
ng
agem
ent,
as
mea
sure
d b
y al
l o
f th
e fo
llo
win
g,
as a
pplic
able
: (A
) S
choo
l att
enda
nce
rate
s.
(B)
Chr
onic
abs
ente
eism
rat
es.
(C)
Mid
dle
scho
ol d
ropo
ut r
ates
…(D
) H
igh
scho
ol d
ropo
ut r
ates
. (E
) H
igh
scho
ol g
radu
atio
n ra
tes.
(6
) S
cho
ol
clim
ate,
as
mea
sure
d b
y al
l o
f th
e fo
llo
win
g,
as a
pplic
able
: (A
) P
upil
susp
ensi
on r
ates
. (B
) P
upil
expu
lsio
n ra
tes.
(C
) O
t7-1
2, r
espe
ctiv
ely)
…in
clud
ing
the
prog
ram
s an
d se
rvic
es d
evel
oped
and
pro
vide
d to
und
uplic
ated
pu
pils
and
indi
vidu
als
with
exc
eptio
nal n
eeds
, an
d th
e pr
ogra
m a
nd s
ervi
ces
that
are
pro
vide
d to
ben
efit
thes
e pu
pils
as
a re
sult
of t
he f
undi
ng r
ecei
ved
purs
uant
to
Sec
tion
4223
8.02
(LC
FF
)…(8
) P
up
il o
utc
om
es,
if av
aila
ble,
in
th
e su
bje
ct a
reas
des
crib
ed in
Sec
tion
5121
0 an
d su
bdiv
isio
ns (
a) t
o (i
), in
clus
ive,
of
Sec
tion
5
LCA
P
Develop and impose a budget revision in conjunction with a revised LCAP.
State Intervention Options
Stay or rescind an
that would prevent
student improvement.
action
State Intervention Options
Appoint an academic trustee
to exercise powers on
his/her behalf.
State Intervention Options
If any action is taken, the SSPI will notify:
– CSOS– CBOE– LEA Superintendent– LEA Governing
Board
State Intervention
California Collaborative for Educational Excellence
(CCEE)Purpose:
Assist COEs and LEAs in achieving LCAP goals.
Who is the CCEE?
Individuals, LEAs or organizations with the expertise, experience, and a record of success in:
• State priorities. • Improving the quality of teaching.• Improving the quality of school
district and school-site leadership. • Addressing needs of special
populations.
• Governing boards who request the advice and assistance of the CCEE.
• LEAs for whom the CSOS believes the advice and assistance of the CCEE is necessary to help the school district or charter school accomplish the LCAP goals.
• LEAs for whom the SSPI believes the advice and assistance of the CCEE is necessary to help the school district or charter school accomplish the LCAP goals.
Who does the CCEE Assist?
Also must identify evidence based programs that could be used to meet goals
If LEA is identified as persistently underperforming
Also must identify evidence based programs that could be used to meet goals
If LEA is identified as persistently underperforming and had CCEE
A Gift of More Local Control
After All – Who’s this Cake for?