LCFF & LCAP
Key Precepts of LCFFBased on specific considerations:
• Equity, additional resources for students with greater needs• Low-income students
• English learner
• Foster youth
• Local decision-making and stakeholder involvement
• Accountability
• Transparency
• Alignment of budgeting with accountability plans
Before LCFF• Revenue Limits
• State categorical programs with temporary tiered flexibility
• K-3 class size reduction limited funding with unlimited class sizes
• Accountability and performance process separate from funding
After LCFF• LCFF base funding differentiated by grade span
• Unduplicated pupil weights, including concentration funding
• K-3 class size reduction, target 24-1
• Local Control Accountability Plans required
Unchanged Financial audits
Compliance with Williams
School Accountability Report Cards
Federal funding, planning, and accountability requirements
Local educational agency as subgrantee of the state
How the Formula Works
Local Control & Accountability Plans (LCAPs)
Local governing boards must adopt LCAP using a template
• Adopted by the SBE on or before July 1, 2014. LCAPs shall be:
• Effective for 3-year periods and be updated on or before July 1 of each year.
• Plans must be aligned to the LEA budget and shall include for the LEA and each school a description of:• Annual goals for all pupils and each subgroup to be achieved for each state priorities
identified in statute and any additional local priorities identified by the local governing board;
• Specific actions the LEA will take during each year to achieve the annual goals
• “Specific actions” in the LCAP shall not supersede provisions in existing local bargaining agreements
Required Data for Each of Eight State Priority Areas
Student Achievement• Performance on standardized tests.• Score on Academic Performance Index.• Share of students that are college and career ready• Share of Els that become English proficient.• EL reclassification rate.• Share of students that pass Advanced Placement exams with 3 or higher. • Share of students determined prepared for college by the Early Assessment Program.
Parental Involvement• Efforts to seek parent input.• Promotion of parental participation.
Student Engagement• School attendance rates.• Chronic absenteeism rates.• Middle school dropout rates. • High school dropout rates.• High school graduation rates.
Basic Services• Rate of teacher misassignment.• Student access to standards-aligned instructional materials.• Facilities in good repair.
Other Student Outcomes• Other indicators of student performance in required areas of study. May include performance on other exams.
Implementation of Common Core State Standards (CCSS)• Implementation of CCSS for all students, including EL.
School Climate• Student suspension rates.• Student expulsion rates.• Other local measures.
Course Access• Student access and enrollment in all required areas of study.
LCAP Process: Transparency & Involvement
District Governing Boards & County Superintendents must:
• Consult with teachers, principals, administrators, other school personnel, local bargaining units, parents and pupils in developing the LCAP.
• Establish Parent Advisory Committee to provide advice to board and superintendent on LCAP requirements
• Establish an English Learner Parent Advisory Committee if LEA English learner enrollment is at least 15% and 50 pupils
ANNUAL LCAP UPDATEOn or before July 1 of 2015, and each year thereafter, a
school
district and county board shall update the LCAP to include:
A review of changes in the applicability of and progress toward LCAP goals
An assessment of the effectiveness of the LCAP’s specific actions and a description of any changes to those specific actions
A listing and description of the expenditures implementing the LCAP and for districts, listing the expenditures for the specific changes made as a result of the annual review
A listing and description of expenditures for the fiscal year that will serve LI, FY, EL and pupils redesignated as fluent English proficient
Data Sources• DataQuest – http://dq.cde.ca.gov/dataquest
Helps you find facts about California schools and districts.
Ed-Data (Outside Source) - http://www.ed-data.k12.ca.us State, county, district, and school level reports covering topics such
as students, staffing, finances, and performance rankings.
CDE California Department of Education - http://www.cde.ca.gov/
CDE Dropouts Grades 9-12
2010-11 2011-12
SUSD 0.8% 0.6%
Fresno County 5.6% 5.0%
CA State 4.2% 4.0%
AP Exam Results
2010-11
# of Exam Takers
Exams W/Score=3
Exams W/Score=4
Exams W/Score=5
Sanger 352 175 100 47
County 7,879 2,667 1,871 1,010
State 263,896 114,288 94,324 72,656
2011-12
# of Exam Takers
Exams W/Score=3
Exams W/Score=4
Exams W/Score=5
Sanger 403 231 93 37
County 8,303 2,985 1,985 1,050
State 282,682 123,260 102,569 81,170
2010-11 2011-12
SUSD 267 329
Fresno County 4,163 4,362
CA State 151,666 160,494
Total number of twelfth-grade graduates who also completed all courses required for entry into the
University of California (UC) and/or California State University (CSU) with a grade "C" or better.
Enrollment
M1 M2 M3 M4 M5 M6 M7 M8 M9 M10 M11
2013-2014 11178 11177 11183 11205 11194 11163 NaN NaN NaN NaN NaN
2012-2013 10972 10959 10953 10962 10937 10919 10901 10907 10907 10914 10890
10,825
10,875
10,925
10,975
11,025
11,075
11,125
11,175
11,225
11,275
DISTRICT ENROLLMENT Current vs Previous Year
Attendance
M1 M2 M3 M4 M5 M6 M7 M8 M9 M10 M11
2013-2014
0.9725 0.9668 0.9646 0.96285 0.95155 0.959825
NaN NaN NaN NaN NaN
2012-2013
0.97445 0.97195 0.96875 0.96785 0.96285 0.95005 0.95395 0.9598 0.96435 0.96605 0.96287
3 Yr Average
0.973558988292178
0.966547820549742
0.963990546222368
0.963031427149666
0.959617179075179
0.951992689827165
0.955255475215993
0.957894166666667
NaN NaN NaN
94.5%
95.5%
96.5%
97.5%
98.5%
99.5%
DISTRICT MONTHLY ADA %
CAHSEE Results 2013 for Grade 10
Expulsion Report for 2012-13
Suspension/Expulsion Report for 2012-13
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continue?
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