LOCAL CONTROL AND ACCOUNTABILITY PLANS 1
Focus for Today ’ s Work • State Board of Education LCAP Revisions as of November, 2014 – Template Conversion Guidelines – Annual Updates – Regulations • On-going Stakeholder Engagement • Rubric Design and Development Process • Ties to Other Plans 2
Lessons Learned From First LCAP With your district team or table group, reflect on your LCAP activities to date. List one idea in each category, then pick one thing to share with the larger group: • One significant thing we accomplished • One important thing we learned • One thing we will repeat or change this year 3
LOCAL CONTROL AND ACCOUNTABILITY PLANS Revised Template $$$$$$$$$$$$$$$$$$$$$$$$$ 4 4
Screenshot of Revised Introduction 5
Additions to the Introduction • Language changes in the Introduction include: – The LCAP and Annual Update Template must be completed by all LEAs each year – 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. LEAs may reference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions and expenditures related to the state and local priorities. – However, the narrative response and goals and actions should demonstrate each guiding question was considered during the development of the LCAP. 6
Clarifications to State Priorities 7
Screenshot of Clarifications to State Priorities 8
Clarifications of State Priorities • Implementation of State Standards: implementation of academic content and performance standards and English language development standards adopted by the state board for all pupils, including English learners. (Priority2) • Parental involvement: efforts to seek parent input in decision making at the district and each school site, promotion of parent participation for programs for unduplicated pupils and special need subgroups. (Priority 3) 9
Revised LCAP S ECTION 1: S TAKEHOLDER E NGAGEMENT A NNUAL U PDATE S ECTION 2: G OALS , A CTIONS , E XPENDITURES , AND P ROGRESS INDICATORS S ECTION 3: U SE OF S UPPLEMENTAL AND C ONCENTRATION G RANT F UNDS AND P ROPORTIONALITY 10
Revised Section 1: Stakeholder Engagement Description • Education Code 52060 (g) A governing board of a school district shall consult with teachers, principals, administrators, and other school personnel, local bargaining units of the school district, parents, and pupils developing a local control and accountability plan. • Education Code 52066 (g) has the same requirements for county offices of education 11
Revised Section 1: Stakeholder Engagement Instructions • Previously, the verb was “ engage ” and now it is “ consult ” which matches Education Code 52060. • Added to the instructions are all the people who are to be consulted, including “ school personnel ” and “ local bargaining units as applicable, ” also in Education Code 52060. • The remaining changes are related to capturing in the revised Section 2 what was previously in Sections 2 and 3A and 3B . 12
Definition of “ consult ” The determination of curriculum content, the selection of instructional materials, and the use of instructional technology are subject to the duty to " consult " under Government Code Section 3543.2(a). "Consultation" (also known as "meet and confer") involves the free exchange of information , opinions , informal proposals , and recommendations according to orderly procedures in a conscientious effort to incorporate such recommendations into the resulting policy or plan . The Fiscal Report (2013) School Services of California, Inc. 13
Obligation to “ negotiate ” While LEAs have an obligation to " consult ," they do not have an obligation to "meet and negotiate" implementation decisions. "Establishing educational policies, goals and objectives," "determining curriculum," and "establishing budgetary priorities and allocations" are all fundamental management prerogatives not within the mandatory scope of bargaining… The Fiscal Report (2013) School Services of California, Inc. 14
Obligation to “ negotiate ” (continued) However, if such decisions would have a foreseeable impact on negotiable " terms and conditions of employment " for bargaining unit members, a school district or COE is required to negotiate the " effects " or " impacts " of these decisions on negotiable subjects, including for example, hours of employment and compensation for professional development. The Fiscal Report (2013) School Services of California, Inc. 15
Revised Section 1: Guiding Questions on Stakeholder Engagement 1. How have applicable stakeholders (e.g., including parents and pupils of unduplicated pupils and unduplicated pupils identified in Education Code 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies, county office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community organizations representing English learners and others as appropriate) been engaged in developing, reviewing, and support implementation of the LCAP? 2. How have stakeholders been included in the LEA ’ s process in a timely manner to allow for engagement in the development of the LCAP? 16
Revised Section 1: Guiding Questions on Stakeholder Engagement (continued) 3. What information (e.g., quantitative and qualitative data/ metrics) was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process? How was this information made available? 4. What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of the LEA ’ s engagement processes? 5. What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068, and 47606.5, including engagement with representative parents of pupils identified in Education Code section 42238.01? 17
Revised Section 1: Guiding Questions on Stakeholder Engagement (continued) 6. What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)? 7. How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved outcomes for pupils, including unduplicated pupils, related to the state priorities? 18
Revised Section 1: LCAP Template Involvement Process Impact on LCAP Annual Update: 19
Revised Section 1: LCAP Template Involvement Process Impact on LCAP Describe the p rocess for stakeholder engagement this year. What will be the impact in the outcomes Please include dates of meetings and who the meeting was for students as a result of the meeting or with including involvement process? • Parent Advisory Committee • English Learner Advisory Committee • Board Hearings • Board Approval date Annual Update: Annual Update: • Have there been any changes in terms of stakeholder What will be the impact in the outcomes engagement from last year’s LCAP since stakeholders for students as a result of these saw the plan? (Example: budget changes, changes changes? requested by COE that stakeholders have not seen) • What changes will you make in engaging stakeholders based on completing the Annual Update? 20
Classification of Students for LCFF English Learners Low Income Foster Youth (EL) (LI) (FY) • Based on Home • Foster youth are students • Qualify based on free Language Survey and who have been placed into and reduced price meals California English an institution, group home, or eligibility. Language Development private home of a state- Test (CELDT) certified caregiver or under • No time limit for funding the placement and care of • Reclassified students the county welfare (Fluent English department, county Proficient) will no longer probation department or generate additional tribal organization. funding • All foster youth qualify as Low Income students. 21
Subgroups are considered numerically significant if there are 30 or more students with the exception of Foster Youth where 15 students are considered numerically significant. Racial/Ethnic Subgroups Other Subgroups • Black or African American • English Learners • American Indian or • Low Income Alaska Native • Students with Disabilities • Foster Youth • Asian • Filipino • Hispanic or Latino • Native Hawaiian or Pacific Islander • White • Two or more races 22
Required Representation from Parent Groups District EL Parent Parent Advisory Group Advisory Group (if district enrollment includes): these subgroups, parents or families must be included in the Parent Advisory Group. If students are part of one or more of Low Income rep 15% ELs Foster Youth rep At least 50 EL pupils English Learner rep Members of pre-existing committees (DELAC) may be included in the LCAP EL All Parents Parent Advisory Committee. 23
Team Discussion • What is your process this year for continuing to work with stakeholder groups to monitor goal implementation and student outcomes? • How do you intend to consult with all groups? 5 minutes 24
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