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Local Control Funding Formula LCFF: Empowering Parents to Increase and Improve Services for English Learners Presented by Californians Together, CABE, California Latino School Board Members, and CRLA Goals for Training: The purpose of this training is two-fold: – 1) Provide substantive information on the LCFF and tools for you to advocate for “improved or increased services for English Learners”; – 2) Know what opportunities exist for input into the district and school site Local Control Accountability Plans and the district budget Agenda: What is LCFF? What does LCFF do? LCFF’s LCAP requirements How does LCFF impact EL students? – What’s happening now and deadlines? – EEOA, Prop. 227, & other relevant state laws Statewide & locally Next steps and complaint process Before the Local Control Funding Formula (LCFF)… ADA based revenue limits + categoricals (complex, unequal across districts, but protected funding for ELLs) English Learner categorical funding grew from civil rights history – to ensure services and protect resources (Economic Impact Aid – State $; Title III federal funds) Now, categoricals have been mostly eliminated under LCFF, including EIA-LEP and Low Income funding The Equity Intent Supporting LCFF “Equal treatment for children in unequal situations is not justice.” Governor Jerry Brown, January 2013 LCFF recognizes that students with additional academic needs (LI, ELL, FY) need additional financial resources to support their education LCFF is a step towards more equitable funding What is LCFF? • • • • Funds based on enrollment for all schools – more for all, no district gets less Gives extra money to districts who enroll English Learners, low income and foster youth Gives extra funds to districts with large numbers of English Learners, low income and foster youth Eight year phase in What is the LCFF? LCFF changes the way state funding is given to local schools: Formula Higher funding for high need unduplicated pupils Requirement Provides for local decision making and parent involvement What is LCFF? Who are high need unduplicated pupils under LCFF? English Learners (EL) students – Low income students (eligible for free/reduced meal programs) – Foster youth students Unduplicated pupil: If a student meets more than one category, the student will only be counted once. – NOW - Elements of LCFF: Base Grant: LCFF gives districts money based on enrollment for all schools in that district Supplemental Grant: LCFF gives extra money to districts for every student who is an English Learners, Low Income Students, or a Foster Youth (unduplicated pupil) Concentration Grant: LCFF gives additional money to districts who have large numbers of English Learners, Low Income students, and Foster Youth Supplemental and concentration grants amounts are calculated based on unduplicated pupils. BASE AMOUNT PER STUDENT* + * Grade level differentiated SUPPLEMENTAL GRANT Per English Learner, low income and foster youth (unduplicated) CONCENTRATION GRANT Large proportion of English Learners, low income or foster youth = $ Grade level Differentiated Base Amount K – 3: $6,845 4 – 6: $6,947 7 – 8: $7,154 9 – 12: $8,289 Concentration Grant On top of the supplemental grant, districts with over 55% of “unduplicated” students receive an additional 50% of base for those students over 55% What does LCFF do? Use of supplemental and concentration funds: – District must use this funding to increase or improve services for EL/ LI/ FY “in proportion to the increase in funds apportioned on the basis of the number and concentration of unduplicated pupils.” SAMPLE UNIFIED SCHOOL DISTRCT 2013-14 Estimated Total LCFF Funding 2014-15* $113,658,945 $120,009,636 2015-16** 2020-21 $125,621,700 $167,569,262 Estimated Base Grant N/A $112,311,872 $115,544,510 $139,706,856 Estimated Total of Supplemental and Concentration Grants N/A $7,697,764 $10,077,190 $27,862,406 Proportional increase/ improvement in services for low LI, FY, EL youth pupils as compared to the services provided to all pupils in that fiscal year N/A 6.9% 8.7% 20% What is the same? Some funding to important programs have NOT changed. For example: Adult Education, After School Education and Safety, Assessments, Child Nutrition, Special Education, and other categorical programs Funding to federal programs has NOT changed. Title I and Title III remain supplemental to LCFF Repealed: Economic Impact Aid program; no more funding after 13-14 What LCFF funds are your district receiving? Fair Share for Kids website allows you to see an estimate of your district’s base, supplemental and concentration grant funds. http://fairshare4kids.org LCFF’s LCAP District Requirements: Develop Local Control and Accountability Plans (LCAPs) to describe action, services, and expenditures to improve student achievement and meet the 8 state priorities Develop and approve a budget for LCAP activities Consult with parents, students and school staff in developing LCAPs – Districts with 15% and 50 or more English Learner students must set up an English Learner Advisory Committee (DELAC) for the LCAP – ELACs are required if the district has EIA carryover Hold at least one public hearing for members of the community to provide comment on the LCAPs LCFF’s LCAP Requirements: “High Quality Educational Program” In the LCAP, districts must set goals and evaluate programs in 8 areas: – School facilities & staff, parent involvement, student engagement, access to courses, common core and English language development state standards, student achievement, school climate, other student outcomes – Local priorities – It is a 3 year plan with annual updates 8 State Priorities Eight Areas of State Priority Must Be Addressed in LCAPs Student Engagement Student Achievement Other Student Outcomes Areas of State Priority School Climate Parental Involvement Course Access Basic Services LCAP = Local Control and Accountability Plan Implementation of Common Core and ELD State Standards Required Data for Each of Eight State Priority Areas Student Achievement · Performance on standardized test. · 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 Student Engagement School Climate · Student suspension rates. · Student expulsion rates. · Other local measures. Basic Service · Rate of teacher misassignment. · Student access to standards‐aligned instructional materials. · Facilities in good repair. · School attendance rates. · Chronic absenteeism rates. · Middle school dropout rates. · High School dropout rates. · High School graduation rates. Implementation of Common Core State Standards (CCSS) · Implementation of CCS for all students and ELD standards for ELs Other Student Outcomes · Other indicators of student’s performance in required areas of study. May include performance on other exams. Parental Involvement · Efforts to seek parent input. · Promotion of parental participation School Climate Data for 8 State Priorities Course Access · Student access and enrollment in all required areas of study. LCFF’s LCAP Requirements: The LCAPs must include both district-wide goals and goals for each significant pupil subgroup. This includes both racial/ethnic subgroups and groups like EL/LI/ FY Specified actions in the LCAPs must be aligned with the school district's adopted budget. Superintendent must respond in writing to the comments of the advisory committees. LCFF’s LCAP Requirements: Districts are required to notify the public that they may submit written comments regarding the specific actions and expenditures (budget) proposed to the LCAP. – – Districts must use the most efficient method possible Districts are required to comply with the Edu. Code 15% rule for non-English speaking parents Districts must use SBE adopted LCAP template. LCAP Requirements for ELs: 1. Address how the programs and services will provide ELs access to the CCSS and ELD standards for purposes of gaining academic content and English proficiency 2. Address the percentage of ELs making progress toward English proficiency as measured by CELDT or its successor 3. EL reclassification rate What are the key issues for your district and school? Newcomers – how can LCAP provide needed supports? Long Term English Learners – how can LCAP address this? Parent education and Need for teacher recruitment to bilingual collaboration and programs, honoring waivers, planning time to building bilingual programs – implement the new ELD howaccess can LCAP support this? Ensuring to college preparatory standards – Can courses, and counseling for ELLs – how LCAP provide for this? might LCAP funds contribute to this? Prioritize Actions for EL Services to be Included in the LCAP With a partner review the items in the columns related to the 8 state priorities Place an “X” the items that you would want to recommend be included in your district LCAP Add any actions that you want to recommend that are on the document. Be prepared to share one priority and one new item. LCAP REVIEW BY COE: The District Must Submit its LCAP by July 1, 2014 to the COE (County Office of Education) within 5 days after it is approved The COE must review the LCAP and submit any requests for information about the LCAP to the District by August 15 The District must respond to requests within 15 days. LCAP REVIEW BY COE: The COE has 15 days to submit recommendations (if any) for amendment to the plan The District School Board must consider those recommendations within 15 days at a PUBLIC MEETING COE must approve the LCAP by October 8 if it meets all criteria COE APPROVAL OF LCAP -CRITERIA The LCAP adheres to the Template The budget is sufficient to implement goals and strategies/activities in the LCAP The LCAP meets the requirements for apportionment of funds based on number and concentration of unduplicated students COE DISAPPROVAL OF LCAP: COE may disapprove the LCAP if it doesn’t meet criteria If disapproves must provide technical assistance to the district for revison LCFF Treasure Hunt: Please go to Sacramento Unified’s website: (www.SCUSD.edu) 1.Where is the information on LCFF? 2.Who are the members of the LCAP Advisory Committee? 3.Does the 2013-14 District Budget provide information on LCFF funding received? LCFF Treasure Hunt Continued 4. What is the total amount of supplemental and concentration funding received in 2013-14? 5. Does the District’s website calendar identify dates and times of adoption of the LCAP and Budget? 6. Is the LCFF information available in languages other than English? How does LCFF impact State and Federal Laws? Important federal and state laws which impact EL students still are in place LCFF does not change: – Federal Law: – EEOA of 1974 Title I and Tile III State Law: DELAC guidelines Proposition 227 Other California State laws ELACS if district district has EIA carryover - See Ventura Unified School District’s Resolution Equal Educational Opportunities Act of 1974 (EEOA) Requires that school districts take affirmative steps to ensure that non-English speaking children are provided educational support to help them overcome any deficits they encounter because of their inability to speak English. State and local districts must comply with this law whether or not they receive federal funds. Proposition 227: All provisions of the Education Code pertaining Proposition 227 are still required: – – Alternative Programs (bilingual programs): Districts with EL students must establish and make available alternative programs to the required Structured English Immersion program Parent Exception Waivers: Districts must continue to offer waivers and all procedures previously followed for the waivers continue. Other Relevant State Laws: When 15% or more of students speak a single language other than English, all notices, reports, statements, and records sent to parents of ELs must be in English and the primary language. Educ. Code 48985. Districts must follow state procedures for identifying, assessing, and notifying parents of all students who have a primary language other than English. What’s happening right now? State level The State Board of Education (SBE) adopted regulations & templates to guide school districts & county offices of education in how to implement the new law & how they will be held accountable under the new law www.cde.ca.gov/be/ & http://lcff.wested.org/ July 2014: District must develop LCAP – LCAP adopted every 3 years Date: Evaluation Rubric due October 2015 What’s happening now? Locally Currently, districts and school boards across the state are planning and making their budgets for the next school year. Districts are receiving LCFF funding with little guidance and parent input In 2013-2014 Districts received LCFF funding without regulations Parents and students are getting involved to shape district budgets for 2014-2015 LCFF: Next Steps Request a copy of your district’s budget and EL master plan (if your district has one) Find out District’s process for participation in the development of the LCAP – – – Ask role & timelines for parent advisory committee participation Identify & work with existing DELACs on review and comment on LCAP and budget Identify community resources that may assist in training on development budgets and LCAPs. Next Steps: Continued Join the LCAP Parent Advisory Committee Join the DELAC- If your child is an English Learner Ask to be put on the list to receive notices-in your language of LCAP meetings Monitor and attend School Board Meetings Establish relationships with school board members & key district staff & community leaders Know the 8 State Priorities & its impact on your child What if problems occur? If a school district is out of compliance with any of the requirements discussed, you may file a uniform complaint for the district’s failure to comply with LCFF. A uniform complaint is a complaint filed at your local school district for reasons like a violation of state law or regulation. Please see sample include in toolkit Y Your Voice, Your Advocacy – Role Play – – – – Take the cards out of the envelop and give them to each person in the group One person reads the scenario to the group Then each person practices reading the questions and putting them in your own words Then each parent presents their statements or asks there question to the group – Your Voice, Your Advocacy Follow-up and Support Creation of a DELAC listserv to email updates and new materials Use your trainers as contacts to email specific questions or requests for clarification. The state trainers will meet monthly through conference call to answer questions from the DELAC leaders District Action Plan At your table with your district partner look at the District Action Plan and Template. Decide on the first two steps you want to take when you return to the district. Be prepared to share. We Will Make a Big Difference In your groups take a piece of white paper and decide on a headline that will appear in your local newspaper about the amazing success of our advocacy work with DELACs to help shape the programs and services for English learners Make it “catchy” and “exaggerate” Prepare to present to the whole group Evaluation Complete the evaluation of today’s session Good luck!!!!