Transcript Web as an Effective Communication Tool

Local Control
Accountability Plan
Development
WELCOME
February 18, 2014
1
LCAP Budget
Revisited
2
Districtwide and Schoolwide
Expenditures
3
Districtwide Use of Funds
Districts with an enrollment of unduplicated students in excess
of 55% of total enrollment can spend
supplemental/concentration funds districtwide if two criteria are
met:
1. Description of the services being provided on a districtwide basis
2. Description of how services are directed towards meeting the
district’s goals for unduplicated students in the state priority areas
Districts with an enrollment of unduplicated students less than
55% of total enrollment can spend supplemental funds
districtwide if three criteria are met:
1. Description of the services being provided on a districtwide basis
2. Description of how services are directed towards meeting the
district’s goals for unduplicated students in the state priority areas
3. Describe how the services are the most effective use of funds to
meet the district’s goals for its unduplicated pupils in the state
priority areas
4
Schoolwide Use of Funds
Districts with an enrollment of unduplicated students at a school that is in
excess of 40% of the school’s total enrollment can spend
supplemental/concentration funds schoolwide if two criteria are met:
1. Description of the services being provided on a schoolwide basis
2. Description of how services are directed towards meeting the
district’s goals for unduplicated students in the state priority areas
Districts with an enrollment of unduplicated students at a school that is
less than 40% of the school’s total enrollment can spend
supplemental funds schoolwide if three criteria are met:
1. Description of the services being provided on a schoolwide basis
2. Description of how services are directed towards meeting the
district’s goals for unduplicated students in the state priority areas
3. Describe how the services are the most effective use of funds to
meet the district’s goals for its unduplicated pupils in the state
priority areas
5
LCAP Goal Considerations
6
State Board Grouped the 8
Priorities
Conditions
for Learning
Basic (1)
Implementation of
State Standards (2)
Course Access (7)
Pupil Outcomes
Engagement
Pupil Achievement (4)
Other Pupil Outcomes (8)
Parent Involvement (3)
Pupil Engagement (5)
School Climate (6)
Additional Priorities
for County Office
of Education:
Expelled Pupils (9)
Foster Youth (10)
7
LCAP Instructions
• Describe annual goals and expected and actual progress toward
meeting goals. This section must include specifics projected for
the applicable term of the LCAP, and in each annual update
year, a review of progress made in the past fiscal year based on
an identified metric.
• Charter schools may adjust the chart on Slide 50 to align with
the term of the charter school’s budget that is submitted to the
school’s authorizer pursuant to Education Code section
47604.33. The metrics may be quantitative or qualitative,
although LEAs must, at minimum, use the specific metrics that
statute explicitly references as required elements for measuring
progress within a particular state priority area.
• Goals must address each of the state priorities and any
additional local priorities; however, one goal may address
multiple priorities.
8
LCAP Instructions
•
•
(continued)
The LEA may identify which school sites and subgroups have the
same goals, and group and describe those goals together. The
LEA may also indicate those goals that are not applicable to a
specific subgroup or school site. The goals must reflect outcomes
for all pupils and include specific goals for school sites and specific
subgroups, including pupils with disabilities, both at the LEA level
and, where applicable, at the school
site level.
To facilitate alignment between the LCAP and school plans, the
LCAP shall identify and incorporate school-specific goals related to
the state and local priorities from the school plans submitted
pursuant to Education Code section 64001. Furthermore, the LCAP
should be shared with, and input requested from, school site-level
advisory groups (e.g., school-site councils, English Learner
Advisory Councils, pupil advisory groups, etc.) to facilitate
alignment between school-site and district-level goals and actions.
An LEA may incorporate or reference actions described in other
plans that are being undertaken to meet the goal.
9
Guiding Questions from LCAP
Template
1. What are the LEA’s goal(s) to address state priorities
related to “Conditions of Learning”?
2. What are the LEA’s goal(s) to address state priorities
related to “Pupil Outcomes”?
3. What are the LEA’s goal(s) to address state priorities
related to “Engagement” (e.g., pupil and parent)?
4. What are the LEA’s goal(s) to address locallyidentified priorities?
5. How have the unique needs of individual school sites
been evaluated to inform the development of
meaningful district and/or individual school site goals
(e.g., input from site-level advisory groups, staff,
parents, community, pupils; review of school level
plans; in-depth school-level data analysis, etc.)?
10
Guiding Questions from LCAP
Template (continued)
6.
7.
8.
What are the unique goals for subgroups as defined in
Education Code sections 42238.01 and 52052 that are
different from the LEA’s goals for all pupils?
What are the specific predicted
outcomes/metrics/noticeable changes associated with
each of the goals annually and over the term of the
LCAP?
What information (e.g., quantitative and qualitative
data/metrics) was considered/reviewed to develop goals
to address each state or local priority and/or to review
progress toward goals in the annual update?
11
Guiding Questions from LCAP
Template (continued)
9. What information was considered/reviewed for
individual school sites?
10. What information was considered/reviewed for
subgroups identified in Education Code
section 52052?
11. In the annual update, what changes/progress
have been realized, and how do these
compare to changes/progress predicted?
What modifications are being made to the
LCAP as a result of this comparison?
12
Conditions for Learning:
Basic Services
Priority
#1
• Degree to which teachers of the school
district are appropriately assigned, fully
credentialed in the subject area and for the
pupils they are teaching
• Every student has sufficient access to
standards-aligned instructional materials
• School facilities are maintained in good repair
13
Conditions for Learning:
Implementation of State
Standards
Priority
#2
• Implementation of academic content and
performance standards adopted by the state
board (Common Core State Standards),
including how the programs and services will
enable English learners to access the
common core academic content standards
and the English language development
standards for all pupils
14
Conditions for Learning:
Course Access
Priority
#7
• The extent to which pupils have access to,
and are enrolled in, a broad course of study
that includes all of the subject areas
described in Education Code 51220 (English,
social science, foreign language, physical
education, science, mathematics, visual and
performing arts, applied arts, career technical
education, and automobile driver education).
15
Conditions for Learning:
Expelled Students (COE only)
Priority
#9
• County Office of Education will
coordinate instruction of expelled pupils
pursuant to Education Code section
48926
16
Conditions for Learning:
Foster Students (COE only)
Priority
#10
• County Office of Education will
coordinate services, including working
with the county child welfare agency to
share information, respond to the needs
of the juvenile court system, and ensure
transfer of health and education records
17
Pupil Outcomes:
Pupil Achievement
Priority
#4
• Performance on standardized tests
• Score on Academic Performance index
• Share of pupils that satisfy A-G requirements for UC
system or career technical education sequences or
clusters of study
• Share of English learners that become English
proficient
• English learner reclassification rate
• Share of pupils that pass Advanced Placement exams
with a score of 3 or higher
• Share of pupils determined prepared for college by the
Early Assessment Program
18
Pupil Outcomes:
Other Pupil Outcomes
Priority
#8
• Pupil outcomes in the subject areas described
in Education Code 51210 (grades 1 to 6) and
51220 (grades 7 to 12)
Grades 1 to 6
English
Mathematics
Social science
Science
Visual and performing arts
Health
Physical education and
Other subjects as determined by the
governing board
Grades 7 to 12
English
Social science
Foreign language
Physical education
Science
Mathematics
Visual and performing arts, Applied arts
Career technical education, and
Automobile drive education
19
Engagement: Parent
Involvement
Priority
#3
• Efforts to seek parent input in decision
making at district and school site(s)
• Promotion of parent participation in
programs for unduplicated pupils and
special needs subgroups
20
Engagement: Pupil
Engagement
•
•
•
•
•
Priority
#5
School attendance rates
Chronic absenteeism rates
Middle school dropout rates
High school dropout rates
High school graduation rates
21
Engagement: School Climate
Priority
#6
• Pupil suspension rates
• Pupil expulsion rates
• Other local measures including surveys
of pupils, parents, and teachers on the
sense of safety and school
connectedness
22
Goal Metrics Defined
• LEAs must, at a minimum, use the specific
metrics that statute explicitly references as
required elements for measuring progress
within a particular state priority area.
• Example: Priority #5 Pupil Engagement…”as
measured by all of the following, as applicable:”
23
Engagement: Pupil
Engagement
•
•
•
•
•
Priority
#5
School attendance rates
Chronic absenteeism rates
Middle school dropout rates
High school dropout rates
High school graduation rates
24
Goal Development
“Refresher”
Step 6: Develop SMART goals (4-7) to address gaps.
District’s vision
- (minus)
Current Reality (data)
________________________________
= (equals) Gaps (which translate into goals for the next three
years)
25
Section 2: Goals and Progress Indicators
Goals
Identified
Need and
Metric
(What needs
have been
identified and
what metrics
are used to
measure
progress?)
Description
of
Goal
50% of 3rd
grade EL
students are
reading,
writing,
speaking and
listening
proficiently in
English by the
end of 3rd grade
based upon
CELDT and
ADEPT scores.
80% of the
district’s 3rd
grade EL
students will
read, write,
speak and listen
in English
proficiently by
the end of 3rd
grade.
Related State
Annual
and Local
Applicable
School(s)
What will be different/improved for
Update:
Priorities
Pupil
Affected
students?
(Identify
Subgroup(s) (Indicate “all” Analysis of
(based on identified metric)
Progress
specific state
(Identify
if the goal
priority. For
applicable
applies to all
LCAP
districts and
subgroups (as schools in the
Year 1:
Year 2:
Year 3:
COEs, all
defined in
LEA, or
2014-15
2015-16
2016-17
priorities in
EC52052) or
alternatively,
statue must be
indicate “all” for
all high
included and
all pupils.)
schools, for
identified; each
example.)
goal may be
linked to more
than one priority
if appropriate.)
K-3 English
learners
All K-8
Schools
Review of
CELDT
and ADEPT
scores
60% EL
language
proficiency
rates by the
end of 3rd
grade
70% EL
language
proficiency
rates by the
end of 3rd
grade
80% EL
language
proficiency
rates by the
end of 3rd
grade
Priority #2, #4,
#8
26
Priority #4: Pupil Achievement
Metrics, as applicable:
• Performance on Standardized Tests (N/A until 2015-16)
• Score on API
• Share of pupils that satisfy A-G requirements for UC system
or career technical education sequences or clusters of study
• Share of English learners that become English proficient
• English learner reclassification rate
• Share of pupils that pass Advanced Placement exams with a
score of 3 or higher
•
Share of pupils determined prepared for college by the Early
Assessment Program
27
Goal Development Practice
• District teams identify one “SMART goal for
priority #5 using an applicable metric and post
using chart paper.
• Gallery walk: SMART goals or not?
28
LCAP Section 3-A
29
Guiding Questions from LCAP
Template
1. What actions/services will be provided to all pupils,
to subgroups of pupils identified pursuant to
Education Code section 52052, to specific school
sites, to English learners, to low-income pupils,
and/or to foster youth to achieve goals identified in
the LCAP?
2. How do these actions/services link to identified goals
and performance indicators?
3. What expenditures support changes to
actions/services as a result of the goal identified?
Where can these expenditures be found in the LEA’s
budget?
30
Guiding Questions from LCAP
Template (continued)
4. In the annual update, how have the actions/services
addressed the needs of all pupils and did the provisions of
those services result in the desired outcomes?
5. In the annual update, how have the actions/services
addressed the needs of all subgroups of pupils identified
pursuant to Education Code section 52052, including, but not
limited to, English learners, low-income pupils, and foster
youth; and did the provision of those actions/services result
in the desired outcomes?
6. In the annual update, how have the actions/services
addressed the identified needs and goals of specific school
sites, and did the provision of those actions/services result in
the desired outcomes?
7. In the annual update, what changes in actions, services, and
expenditures have been made as a result of reviewing past
progress and/or changes to goals?
31
LCAP Template for Section 3,
Part A
• What annual actions, and the LEA may include
any services that support these actions, are to be
performed to meet the goals described in Section
2 for ALL pupils and the goals specifically for
subgroups of pupils identified in Education Code
section 52052 but not listed in Table 3B (e.g.,
Ethnic subgroups and pupils with disabilities)?
• List and describe expenditures for each fiscal
year implementing these actions, including where
these expenditures can be found in the LEA’s
budget.
32
LCAP Template for Section 3,
Part A (continued)
Goals
(Include and
identify all goals
from Section 2)
Related
State and
Local
Priorities
(from Section 2)
Actions
and
Services
Level of
Service
(Indicate if
school-wide
or LEA-wide)
Annual
Update:
Review of
actions/
services
What actions are performed or services provided
in each year (and are projected to be
provided in years 2 and 3)?
What are the anticipated expenditures for each
action (including funding source)?
LCAP Year
Year 1: 20XX-XX
Year 2: 20XX-XX
Year 3: 20XX-XX
33
SMART Action Steps
34
LCAP SMART Action Steps
Formulate SMART
goals and groups to
participate in each
goal, and metrics to
be used for measuring
growth.
Identify existing human
and fiscal resources:
school, district and
community .
(SWOT strengths)
Develop specific,
measurable (researchbased) action steps that
will “backwards map” to
goal fruition.
Determine an efficient,
effective evaluation
process for monitoring
implementation of
each action step.
Assign monitoring
responsibilities.
Determine
necessary/anticipated
expenditures for each
year of the LCAP for the
goal’s implementation.
Determine timeline for
implementing actions over
the first three years of the
LCAP to meet goals, as
defined by metrics.
35
Current Resources
District Goal 1
Action Steps to Goal
Time Line
Person(s) Responsible
Expenditures
1. Conduct student shadowing
activity/needs assessment

April, 2014

N/A

Principals, district
support staff
2. Hire a district ELD “coach”
To support classroom
teachers

June, 2014

LCFF, Title I, III
$ 70,000-$ 100,000

Supt., Assist. Supt.
Fiscal:
3. Provide PD/support to

LCFF, Title III, Title I, teachers/admins based upon needs
Migrant
assessment data
June-Aug, 2014
•


LCFF, Title I, III
Coach or contract?
Substitutes



District ELD Coach
Principals
Assist. Supt.

June-Aug, 2014



LCFF, Title I, III
Coach or contract?
Substitutes



District ELD Coach
Principals
Assist. Supt.

$ 150+ per teacher
LCFF
Human:
Teachers
Principals
Assist. Supt.
Supt.
4. Comprehensive PD in CELDT
80% of the district’s 3rd grade Materials/Facilities:
language proficiency levels,
students will read, write, speak 2008 Reading/language rubrics and implementation in
and listen proficiently in
arts adoption W/O ELD classroom. Adopt ELD formative
English by the end of 3rd
assessment.
grade.
5. PLCs create grade-level
examples/exemplars for
instruction

June-Aug, 2014

0-Contract fee
LCFF, Title I, III



District ELD Coach
Principals
Teachers
6. Implement research-based
EL instructional strategies

2014-15

N/A


District ELD Coach
Principals


7. Train teachers in “new” ELD
standards and framework
Nov-Jan 2014-15
0-Contract fee
LCFF, Title I, III


District ELD Coach
Principals
8. Review/select ELD
curriculum aligned to CCSS

April, 2015

N/A


District ELD Coach
Principals
9. Purchase curriculum

May, 2015


LCFF
Cost will vary

Supt., Assist. Supt.
10. Train all teachers in ELD
Curriculum

June, 2015

LCFF

District ELD Coach
11. Implement/monitor
•



District ELD Coach
Supt, Assist. Supt.
Principals
2015-2017
 Cost will vary
N/A
36
Research-based Practices
Example
Priority #5: Pupil Engagement
5. Pupil engagement as measured by multiple
indicators including, but not limited to,
– rates associated with attendance,
– chronic absenteeism,
– dropout (middle and high school), and
– high school graduation.
37
Barriers to Attendance
•
•
•
•
•
•
•
•
•
•
•
•
School climate
Lack of access to health care (mental and physical)
No safe path to school (transportation issues)
Bullying
Excessive suspensions instead of restorative/rehabilitative
approaches
Chronic health conditions (e.g. asthma, diabetes, dental, etc.)
Homelessness
Domestic violence
Sexual exploitation
Parental neglect
Teenage rebellion
38
Drug or alcohol abuse
How to proactively address
chronic absenteeism due to
health issues
• Board adopted policies on verifying
excessive excused absences for health
reasons (see handout for example CDE
form)
• Multi-disciplinary team to address needs of
chronically absent students
– Team typically consists of credentialed school
district nurse, Probation, mental health
representatives, family advocate, and DHS, etc.
39
Information and web link in resource
matrix handout for free download
40
Resource List for Priority #5
• Resource Matrix for examples such
as….
– Coordinated School Health Approach
– Parent Project
– Truancy prevention models
• Such as TRACK Coalition, DA Truancy
Consortia
• DATT and SATT downloads and forms
– Foster youth services
41
LCAP Funding Priority #6
6. School Climate – as measured by all
of the following
– Pupil suspension rates
– Pupil expulsion rates
– Other local measures, including surveys of
pupils, parents, and teachers on sense of
safety and school connectedness (e.g.
California Healthy Kids Survey)
42
What is Cal-SCHLS?
• The California School Climate, Health
and Learning Surveys Data System
– www.cal-schls.wested.org
• Three linked assessment tools:
– The California Healthy Kids Survey (CHKS)
– The California School Climate Survey (CSCS)
– The California School Parent Survey (new,
fall 2010)
• Each survey has its own website:
chks/cscs/csps.wested.org
43
LCAP Homework
Due: March 3, 2014
• Complete sections 2 and 3-A, with estimated
LCFF expenditures
44