Local Control Funding Formula Updates and Discussion

Riverside County Office of Education November 20, 2013

WestEd.org

Today’s Goals

• • • • Knowledge Application Inspiration Connections

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Education and Money

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Sources: Center on Budget and Policy Priorities (2012) analysis of National Center for Education Statistics data

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Typical California County Revenues per Average Daily Attendance

$14 000 $13 000 $12 000 $11 000 $10 000 $9 000 $8 000 $7 000 $6 000 $5 000 Source: California Department of Education, 2010-11 State Average = $8,801

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Typical County Funding and Academic Performance

900 850 800 750 700 650 600 $0 $1 000 $2 000 $3 000 $4 000 $5 000 $6 000 $7 000

Revenue per Average Daily Attendance

$8 000 $9 000 $10 000 Source: California Department of Education, 2010-11

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Total K-12 Enrollment = 6,220,993 Other 29.6 % Free and Reduced Price Meals (FRPM) 57.8% Students with Disabilities 9.9% English Language Learners 21.7% Source: California Department of Education, 2011-12

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Overlaps Between Subgroups Other SWD/FRPM 6.9% Free and Reduced Price Meals (FRPM) Student with Disability (SWD) SWD/FRPM/EL 3.0% SWD/EL 3.4% English Language Learners (EL) EL/FRPM 18.5% Source: California Department of Education, 2011-12

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Special Education Enrollment = 686,573 No other program 33.6% Free and Reduced Price Meals (FRPM) 63.0% English Language Learners 31.5% FRPM/EL within Special Education 27.1% Source: California Department of Education, 2011-12

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Funding and Reform

LOCAL CONTROL FUNDING FORMULA

Local Control Funding Formula

• • Welcome to the land of Local Control Funding • Enjoy the view, map to be provided later What we know: • • • • Moves California to a weighted student funding methodology Estimated eight years to full implementation Begin in 2013-14, but provisions phase in over time There are questions, many questions

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Important LCFF Facts

• • • LCFF replaces revenue limits and most state categorical programs LCFF is designed to improve student outcomes • • • • Local flexibility to meet student needs Simplicity to aid in transparency Equity through student-focused formula Performance through aligned program and budget plans LCFF implementation will take time, but begins now

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Revisiting the Local Control Funding Formula (LCFF)

Greatly simplifies state funding for local educational agencies (LEAs)

ADJUSTMENTS

Per Student Base Amount Grade Level Demographics (Low income, English Learner, and/or Foster Youth)

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Changes Made by LCFF Categorical Funding

for specific purposes with many rules

Revenue Limit

, based on historical amounts per student with many adjustments

Pre-LCFF LCFF LCFF Supplemental

provided to address needs of English Learners, low income, and foster youth

LCFF Base Grant

is the same for every local educational agency with adjustments based on grade level

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LCFF Targets – 2013-14 Beginning of Something More 2012-13 2013-14 LCFF Target 13

LCFF Regulations – “Increase or Improve Services” Funding for Low Income and English Learner Students (e.g., Economic Impact Aid)

LCFF “Gap”

LCFF Supplemental Categorical Funding Continue Level of Effort LCFF Base Grant Revenue Limit ?

How much is “Base”? “Supplemental”?

LCFF Supplemental LCFF Base Grant 2012-13 2013-14 LCFF Target, 2020-21 (est.) 14

A Plan for LCFF Coherence Regulations

Define

Clarify key terms and conditions to support local implementation that achieves LCFF implementation objectives

Templates

Organize and Communicate

Demonstrate through the development and sharing of the LCAP that local implementation supports LCFF implementation objectives and regulations

Rubric

Assess and Indicate Assistance

Provide a process for assessing performance and identifying assistance based on review of the LCAP that meets specific areas of need related to LCFF implementation objectives and regulations    

Connecting Elements/Guiding Principles

 Performance-focused – relationship between plans, funding use, and outcomes for students Simplicity and transparency Student-focused – local identification of needs, provides equitable opportunity State priorities – define metrics, but rely on local determination of measurement Stakeholder Engagement – parents, community, educators

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Some Big Questions

• • • • How much will my district receive?

How does LCFF impact the use of federal funds?

• What’s “base” for state and local funding?

How does a district approach site allocations?

How does this affect district and school planning?

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Some Big Questions

• • • What and how will the Local Control and Accountability Plan be used?

What consequences will exist?

What type of intervention assistance will be offered or required?

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The Biggest Question of them All

How does LCFF change our ability to meet student needs?

• • For some, translates into more funding Allows for more flexibility in use of Economic Impact Aid » But, needs of low income and English Learners still must be met

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Think About This…

• Are you implement LCFF in 2013-14?

• • • Do you know approximately how much your district will be receiving?

• How much is attributable to “unduplicated pupils”?

How will you track use of funds?

What are your 2-3 talking points to communicate information about LCFF to: • School Board • Principals • Parents and Community

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Local Control and Accountability Plan

• • • • • • • • Williams requirements Implementation of the academic content and performance standards adopted by SBE Parental involvement Pupil achievement Pupil engagement School climate The extent to which pupils have access to, and are enrolled in, a broad course of study And, pupil outcomes, if available, in the subject areas comprising a broad course of study.

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Example: Local Control Accountability Plan Preparation Activities 21

Performance Based Thinking

• LCFF creates an opportunity (and possibly an incentive) to implement a performance based budget • Fund that which contributes most to performance

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Performance Based Thinking

• Big Questions: • • How do we currently factor in performance to our budgeting?

What would it look like to plan for performance?

• • Procedures Culture • Budget

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Keys to Performance-Based Budgeting

• • • • • • Data with analysis Persistence Understanding of planning and performance assumptions • Theory of action, logic model, etc.

Criteria for evaluation • Starting with priorities and values • • Expectations Information to evaluate Stakeholder engagement Simplicity over complexity

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• • •

Mapping a Course With LCFF

Are we ready to work together?

• Understanding of roles, responsibilities, and expectations What are the needs, goals, and actions that will change outcomes for students?

Are we aiming for involvement or engagement?

• What information and support is needed to be engaged?

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And One More Big Change Ahead

• • Common Core State Standards (CCSS) are moving ahead Further adjustments in programs • • Due to CCSS Limited funding

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Preparing for Common Core State Standards

• College and career focused academic standards • • • • California is among 45 states that have adopted standards Inform instruction Learning measured through assessments Resources required

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Program Expectations

Oriented to Results Grounded in Reality

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What’s Involved?

• • Academic standards are not new Common Core State Standards encourage a new approach to instruction • • Overlap with prior standards However, unique characteristics

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Where’s the Money?

Instructional Materials Professional Development Classroom Resources Assessments 30

Where’s the Money? The Prior Cycle

IMRF Instructional Materials Education Technology School Improvement Program Professional Development Classroom Resources Assessments Staff Development Buy Back Days SB 472/AB 430 STAR 30

Where Was the Money?

Now

IMRF Instructional Materials Education Technology School Improvement Program Professional Development Classroom Resources Assessments Staff Development Buy Back Days SB 472/AB 430 STAR 30

Where Was the Money?

Upcoming Year

Staff

$1.25 Billion for CCSS Implementation!

Instructional Materials IMRF Professional Development Development Buy Back Days SB 472/AB 430 Education Technology STAR School Improvement Program Assessments Classroom Resources 31

Local Implementation Considerations

• What’s the best way to use the CCSS implementation funds?

• • What’s needed?

What’s the best resource to use?

» Most restrictive to least restrictive

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A Worthwhile Investment

• • • • Redirect time, energy, and funding to meet Common Core needs Treat every activity as an investment Spending alone insufficient to successfully implement Efficiencies are possible with smart planning

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Budgeting

STRATEGIC ALLOCATIONS

Funding Allocation

• • Getting the right dollar to the right place is the first step in aligning funding • • • What’s needed Who will implement How much funding Decision points: • • Site versus district allocations People versus dollars

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Ideals for Allocations

• • • • Priorities drive allocation decisions Strong communication exist between central offices and sites Sites and programs are accountable for effective funding use Carryover is strategically directed

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Allocating Title I and EIA

Title I EIA Site Funds from LCFF EIA-SCE EIA-LEP Set-Aside/ Reservations Sites (School Plan, Site Council, ELAC, etc.) 36

Decision Points for Allocating Title I and EIA

Which schools are eligible?

A district sets the criteria based on the level of poverty (usually determined by free and reduced priced meal counts). Generally, this can include any school with 35% or more eligible students.

Title I EIA-SCE EIA How much for SCE and LEP?

The state allocated EIA to districts based on a formula and a district determines how it will allocate this between EIA’s two component programs.

EIA-LEP Set-Aside/ Reservations Which schools are eligible?

This is similar to Title I in that the district decides, but the minimum thresholds are lower – 25% poverty for EIA-SCE

What is centrally directed?

Before allocating funding to sites districts have required set-asides for Title I and optional set asides/reservations that can be made from Title I and EIA. A common way of referring to such reservations is as “centralized services.” Sites should be aware of the types of services that are centralized and how they impact their sites.

Sites (School Plan, Site Council, ELAC, etc.) Are site plans complete and accurate?

Sites must describe how all Title I and EIA funding will be used to support schools goals with engagement of necessary advisory groups. Districts should support and monitor sites in their development of plans.

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Centralized Services

• • • A centralized service refers to services or support organized centrally on behalf of sites Centralized services can include administrative and direct service functions To fully comply with the 85-15 rule, if centralized services are received by a site, they must be involved in the process of selection

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Steps to Centralized Services

• • • • Identify possible services Consult with sites Provide sites with documentation for plans • • Form B List of items with contribution amount for site Approval by site council and Board

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Centralized Services: Form B

Same as CDE’s Form A with Centralized Services listed

PROGRAM SUPPORT GOAL # __ (Based on conclusions from Analysis of Program Components and Student Data pages) Groups participating in this goal (e.g., students, parents, teachers, administrators): Means of evaluating progress toward this goal: Actions to be Taken to Reach This Goal Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development) Date Anticipated annual growth for each group: Group data to be collected to measure gains: Start Date Completion Proposed Expenditures Estimated Cost Funding Source 40

Centralized Services: Listing in Plan

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Centralized Services: Advice

• • • Sites need to be involved The amount of the service plus the site directed allocation should match the total in the budget and CARS Be sure to keep plans up to date, especially if changes are made after the approval of the SPSA

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Program Sustainability

• • • • Program sustainability starts with initial planning Multi-year thinking a must Identify one-time versus ongoing costs Recognizing relationships between resources can help extend program life

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Is Your Plan Sustainable?

Has a plan been developed that outlines objectives and actions steps? No Yes Develop comprehensive plan that: aligns to the LEA Plan includes objectives, outcomes, timelines and multiyear budget. Does the plan align with the core mission of your LEA?

No Yes Stop and reconsider. You can do anything you want to do but not everything you want to do.

No Is the plan for services that are innovative, and flexible or for a service or skill that doesn’t currently exist? Does it address a critical need?

No Yes Is the plan realistic? Can the program/service/training provide ongoing benefit? Yes Is there commitment to comprehensive planning, and program evaluation?

Stop and reconsider; many great plans fail due to weakness in implementation plans. Yes No Does the plan have an established timeline?

Revisit plan and add timelines that indentify, activities, evaluations and resources.

Yes No Have costs been indentified in accordance with the timeline?

Yes Is there a gap between available resources and the plan's budget?

No No Evaluate all projects, ensure all are aligned and yielding expected results. If not consider repurposing funding. Yes Congratulations, sounds like a plan!

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Planning

ALIGNING RESOURCES

Budget to Meet Priorities

• • • Budgets are not just simply dollars and cents • Demonstration of what’s important • Money makes the world go round – few things get done without it As a result, active management is a must And, you can only effectively use resources if you first know what you need to get done • It all starts with goals and priorities

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Aligning Resources Concepts

• • • • • • Good plans that address the needs of students are the foundation for decisions, including budgeting Budgets must reflect priorities Spend the most restricted dollar first Proactive management of the budget is a must • Avoid reacting to the dollar Today’s dollars are for today’s kids – but we also must ensure that what we start gets done The budget is everyone’s responsibility

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Aligning Resources is About

• • Spending the right dollar, at the right time, on the right thing This requires: • • • Knowing what’s needed Knowing what resources are required Being ready to implement

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What is a Goal?

• • • Data points to needs Goals direct actions Goals should be meaningful to the need • Aim for both accuracy (the right thing) and precision (with efficiency)

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BUT, Goals are More than Statements

• Mindset {noun} A set of beliefs or a way of thinking that determines one’s behavior, outlook, and mental attitude

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Mindset Thoughts

• • • We are planning to get something done • Implementation is key Improving schools is hard • Managing change is a challenge Belief in improvement is a must • A growth mindset is necessary

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Implementation Stages Exploration Installation Initial Implementation Full Implementation

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Assess needs Examine intervention components Consider Implementation Drivers Assess Fit

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Acquire Resources Prepare Organization Prepare Implementation Drivers Prepare Staff

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Adjust Implementation Drivers Manage Change Deploy Data Systems Initiate Improvement Cycles 2-4 Years

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Monitor & Manage Implementation Drivers Achieve Fidelity & Outcome Benchmarks Further Improve Fidelity & Outcomes 51

Implementation Drivers

Reach School Goals Performance Assessment Coaching Training

Integrated &

Systems Intervention Facilitative Administration

Compensatory

Selection Decision Support Data System Leadership

© Fixsen & Blase, 2008

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The Role of Management and Leadership

• • • We often find that sound plans are in place with reasonable budgets, yet the change fails to yield results because of a failure of implementation • This is not a planning or budgeting problem, but a management and leadership problem Management involves paying attention to the tactical needs of a strategic plan Getting people to change what they do in support of students, requires leadership

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For More Information lcff.wested.org

www.cde.ca.gov

Ann Hern [email protected]

Jannelle Kubinec [email protected]

WestEd.org