Pla n Summa ry: Sto ry & Hig hlig hts E xa mple 1 LCAP HIGHLIGHTS This example provides linkage to the goals and where to Identify and summarize the key features of this year’s LCAP find more detail within the 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 21
Pla n Summa ry: Sto ry & Hig hlig hts E xa mple 2 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 22
ink) 23 Summa ry o f Pro g re ss (Rub ric L Pla n Summa ry:
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? 24
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? 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 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 Greatest school a priority to support our continued improvement in serving underrepresented students Progress 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” 26
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? 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 Greatest below the Asian and White student groups in this measure. Need 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. Use the rubric and input to LCAP Goal 1 (pg. 14, 15) ($2.1 M) identify “most” important need. If no “Red” or “Orange” data We are also continuing to invest in professional development for teachers regarding points, select implementation of common core curricula and pedagogy. area of greatest need with input 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. CCSESA - November 2016 LCAP Goal 1 (pg. 17,18) ($4.1 M) 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. 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 Performance EL level 2 students LCAP Goal 1 (pg. 17) Gaps ● 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 Use the LCFF services are included: rubric to identify performance ● Positive Behavior Interventions and Supports will be implemented at all sites LCAP gaps. Goal 2 (pg. 25) ● 2 Coaches to provide professional development and model an “ equity emphasis ” and culturally relevant pedagogy LCAP Goal 1 (pg. 18) 28
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) 29
Brief Budget Info District Profile Demographics CC Brief profile of who we serve 30 24
Samples of District Summaries ❖ How have districts to this point captured LCAP summaries for their stakeholders? What have you seen that has been effective with stakeholders? 25 31
Section 1 : Plan Sum m ary - Budget Sum m ary 32
33
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) 34
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 35
“...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 36
❖ 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 37
❖ 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 out any particular items that may be useful for stakeholders to know. ❖ Total Projected LCFF Revenues for LCAP Year : This amount is the total amount of 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 38
SACS Form 01 ● Page 1 ● 9) TOTAL EXPENDITURES ● Column (F) ++ Plus ++ ● Transfers Out ● Other Uses Total $ Budgeted for Actions / Services in LCAP Year (All Sources) Explain use of funds not included in LCAP Actions / Services SACS Form 01 ● Page 4 ● Subtotal, LCFF Sources -- Minus -- ● Transfers to Charter Schools in Lieu Property Taxes 39
281,601,023.00 40 Co mple ting the Budg e t Summa ry Total General Fund Budgeted Expenditures
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
220,789,795.00 42 Co mple ting the Budg e t Summa ry Total Projected LCFF Revenues
Co mple ting the Budg e t Summa ry Description of Budgeted Expenditures Not Included in LCAP 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 Merriam-Webster b ) Be use ful fo r distric t to sha re Definition ● Could be oppor tunity r athe r than c halle nge 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? Does the explanation provide sufficient information to be understandable to a reasonable stakeholder? How much detail was provided? #1 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
49 Budg e t Summa ry: COERe vie w
Co mple te the Budg e t Summa ry Handout 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? 50
27,980,000 145,000 Many, many, many things... 21,925,000 51
52 Se c tio n 2: Annua l Upda te
53
54
“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) 55
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 . 56
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 o 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 outc ome s as ne e de d base d on analysis of ac tual annual outc ome data inc luding data fr om E valuation Rubr ic s 57
F oc us on Analysis of Pe r for manc e Data, inc luding data fr om 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 CCSESA - November 2016 58
Annual Update 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 or s may be c or r e c te d. Annual Me asur able Outc ome s F o 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. Annual Update Tem plate I nstructions 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 Use most Verbatim current data Identify the actual actions/ services, Copied including changes Verbatim Identify fiscal projections through 6/30 64
65 C
Describe the o ve ra ll imple me nta tio n of the a c tio ns/ se rvic e s to achieve the Analysis articulated goal. (a c a re ful study o f so me thing to le a rn Describe the overall effectiveness of the a b o ut its pa rts, wha t actions/ services to achieve the articulated the y do , a nd ho w the y goal as measured by the LEA. a re re la te d to e a c h o the r ) Explain m aterial differences between Budgeted Expenditures and Estimated Actual Expenditures . 66
De sc rib e a ny c ha ng e s ma de to this g o a l, Analysis 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 c a re ful study o f a na lysis a nd a na lysis o f the L CF F E va lua tio n so me thing to le a rn Rub ric s, a s a pplic a b le . a b o ut its pa rts, wha t the y I de ntify whe re tho se c ha ng e s c a n b e fo und do , a nd ho w the y a re re la te d to e a c h o the r) in the L CAP. 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
70 sample Annual Update. Use In your groups, review the handout to review the sample.
❖ 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 ove 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 o 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
78 ng a g e me nt Sta ke ho lde r E
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 o 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, o 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. INVOLVEMENT PROCESS FOR LCAP AND ANNUAL UPDATE 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. IMPACT ON LCAP AND ANNUAL UPDATE 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 82
77 83 District Exam ple
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 85 CCSESA - November 2016
86 CCSESA - November 2016
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 Yearly Yearly Yearly Budget Summary Annual Update Yearly Yearly Yearly Yearly, no historical Yearly, no historical Yearly, no historical Stakeholder Engagement narrative to be kept narrative to be kept narrative to be kept Changes to plan could include a change to a specific Written for 3 years goal, adding an action, modifying an action, discontinuing an action - all based on review of Goals, Actions, & Services data/metrics and indicators Demonstration of Yearly, historical context Yearly, historical context Yearly, historical context kept over 3 years kept over 3 years kept over 3 years Increased/Improved Services 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 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 te r 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 o 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 oc 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 o 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 o 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 o 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
Component 94 New
95 New
Planne d Ac tions/ Se r vic e s ❖ F o 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 o 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 o 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 oc 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 . 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 Char te r 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 o 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 o 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 o 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 o 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 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 . Use of state and local metrics and inclusion of needs 1.The School Accountability Report Card (SARC) indicates 94% of staff are fully credentialed in the area taught. High school science, high school as identified by a mathematics, content ELD support, and special education teachers are needed. variety of 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. stakeholders 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. Measures include closing of the gap 90% of teachers will self-report mastery 73% of teachers self-report mastery of 85% of teachers will self-report mastery 95% of teachers will self-report mastery of Califofnia Standards Curriculum Califoria Standards Curriculum on of Califofnia Standards Curriculum of Califofnia Standards Curriculum 100
Recommend
More recommend
