L CAP T e c hnic a l Assista nc e Pre se nta tio n Sta te & - - PowerPoint PPT Presentation

L CAP T e c hnic a l Assista nc e Pre se nta tio n Sta te & F e de ra l Pro g ra ms

Re c o mme nde d T ime line fo r 2015-16

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July – Oc to b e r 2015 No ve mb e r 2015 - Ja nua ry 2016 F e b rua ry - Ma rc h 2016 April - June 2016

Id e ntify a nd c o nsult sta ke ho ld e rs Co nd uc t ne e d s a sse ssme nts Re vie w a va ila b le d a ta fo r Annua l Re po rt De ve lo p time line fo r d a ta c o lle c tio n a nd re po rting Re po rt d e mo g ra phic info rma tio n via CAL PADS Re vie w a lig nme nt o f d istric t pla ns with L CAP Co nsult sta ke ho ld e rs Co ntinue upd a ting pro g re ss o n Annua l Re po rt Re vie w L CAP g o a ls, a c tio ns a nd se rvic e s fo r ne e d e d a d justme nts Re vie w fina l, SBE

• a ppro ve d L

CAP & Annua l Re po rt T e mpla te Re vie w pro po se d sta te b ud g e t (2015-16) a nd lo c a l implic a tio ns Co nsult sta ke ho ld e rs Re vie w d ra ft L CAP E va lua tio n Rub ric whe n a va ila b le Co ntinue mo d ific a tio n

• f L

CAP a nd upd a ting pro g re ss o n Annua l Re po rt Pre se nt d ra ft L CAP to sta ke ho ld e rs, inc lud ing PACs Co nsult sta ke ho ld e rs Re vie w Ma y re visio n o f pro po se d Sta te b ud g e t (2015-16) a nd lo c a l implic a tio ns Invite pub lic c o mme nt o n d ra ft L CAP Pre se nt d ra ft L CAP to PACs Re spo nd to c o mme nts in writing F ina lize Annua l Re po rt Ho ld L CAP a nd b ud g e t pub lic he a ring Re c e ive lo c a l b o a rd a ppro va l Sub mit to COE Re c e ive L CAPs fro m c ha rte r sc ho o ls L

• c a l Co ntro l a nd Ac c o unta b ility Pla ns

Guiding Que stio ns fro m L CAP T e mpla te Annua l Upda te

1) Ho w ha ve the a c tio ns/ se rvic e s a ddre sse d the ne e ds o f a ll pupils a nd did the pro visio ns o f tho se se rvic e s re sult in the de sire d o utc o me s? 2) Ho w ha ve the a c tio ns/ se rvic e s a ddre sse d the ne e ds o f a ll sub g ro ups o f pupils ide ntifie d pursua nt to E duc a tio n Co de se c tio n 52052, inc luding , b ut no t limite d to , E ng lish le a rne rs, lo w-inc o me pupils, a nd fo ste r yo uth; a nd did the pro visio n

• f tho se a c tio ns/ se rvic e s re sult in the de sire d o utc o me s?

3) Ho w ha ve the a c tio ns/ se rvic e s a ddre sse d the ide ntifie d ne e ds a nd g o a ls o f spe c ific sc ho o l site s a nd we re the se a c tio ns/ se rvic e s e ffe c tive in a c hie ving the de sire d

• utc o me s?

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L CAP - Guiding Princ iple s

• Pe rforma nc e – foc use d – re la tio nship a mo ng

pla ns, funding use , o utc o me s fo r stude nts

• Simplic ity a nd tra nspa re nc y
• Stude nt- foc use d – lo c a l ide ntific a tio n o f

ne e ds, pro vide e q uita b le o ppo rtunitie s

• Sta te prioritie s – de fine me tric s b ut re ly o n

lo c a l de te rmina tio n o f me a sure me nt

• Sta ke holde r e ng a g e me nt-pa re nts, stude nts,

e duc a to rs, b ro a de r c o mmunity

Se c tio n 1a nd Annua l Upda te I mplic a tio ns

Section 1: Stakeholder Engagement Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements for school districts; Education Code sections 52066(g), 52068 and 56029 specify the minimum requirements for charter schools. In addition, Education Code section 58985 specified the requirements for translation of documents.

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• E

duc a tio n Co de 52060 (g ) A g o ve rning b o a rd o f a sc ho o l distric t sha ll c o nsult with te a c he rs, princ ipa ls, a dministra to rs, a nd 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 de ve lo ping a lo c a l c o ntro l a nd a c c o unta b ility pla n.

• E

duc a tio n Co de 52066 (g ) ha s the sa me re q uire me nts fo r c o unty o ffic e s o f e duc a tio n

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Se c tio n 1a nd Annua l Upda te I mplic a tio ns

Section 1: Stakeholder Engagement Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA’s goals, actions, services and expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes, describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals, actions, services, and expenditures.

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• Pre vio usly, the ve rb wa s “e ng a g e ” a nd no w it is “c o nsult”

whic h ma tc he s E duc a tio n Co de 52060.

• Adde d to the instruc tio ns a re a ll the pe o ple who a re to b e

c o nsulte d, inc luding “sc ho o l pe rso nne l” a nd “lo c a l b a rg a ining units a s a pplic a b le ,” a lso in E duc a tio n Co de 52060.

• T

he re ma ining c ha ng e s a re re la te d to c a pturing in the re vise d Se c tio n 2 wha t wa s pre vio usly in Se c tio ns 2 a nd 3A a nd 3B.

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Se c tio n 1: Guiding Que stio ns o n Sta ke ho lde r E ng a g e me nt

1. Ho w ha ve a pplic a b le sta ke ho lde rs (e .g ., inc luding pa re nts a nd pupils o f unduplic a te d pupils a nd unduplic a te d pupils ide ntifie d in E duc a tio n Co de 42238.01; c o mmunity me mb e rs; lo c a l b a rg a ining units; L E A pe rso nne l; c o unty c hild we lfa re a g e nc ie s, c o unty o ffic e o f e duc a tio n fo ste r yo uth se rvic e s pro g ra ms, c o urt-a ppo inte d spe c ia l a dvo c a te s, a nd o the r fo ste r yo uth sta ke ho lde rs; c o mmunity o rg a niza tio ns re pre se nting E ng lish le a rne rs a nd o the rs a s a ppro pria te ) b e e n e ng a g e d in de ve lo ping , re vie wing , a nd suppo rt imple me nta tio n o f the L CAP? 2. Ho w ha ve sta ke ho lde rs b e e n inc lude d in the L E A’s pro c e ss in a time ly ma nne r to a llo w fo r e ng a g e me nt in the de ve lo pme nt o f the L CAP?

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Se c tio n 1: Guiding Que stio ns o n Sta ke ho lde r E ng a g e me nt (c o ntinue d)

3. Wha t info rma tio n (e .g ., q ua ntita tive a nd q ua lita tive da ta / me tric s) wa s ma de a va ila b le to sta ke ho lde rs re la te d to the sta te prio ritie s a nd use d b y the L E A to info rm the L CAP g o a l se tting pro c e ss? Ho w wa s this info rma tio n ma de a va ila b le ? 4. Wha t c ha ng e s, if a ny, we re ma de in the L CAP prio r to a do ptio n a s a re sult o f writte n c o mme nts o r o the r fe e db a c k re c e ive d b y the L E A thro ug h a ny o f the L E A’s e ng a g e me nt pro c e sse s? 5. Wha t spe c ific a c tio ns we re ta ke n to me e t sta tuto ry re q uire me nts fo r sta ke ho lde r e ng a g e me nt pursua nt to E duc a tio n Co de se c tio ns 52062, 52068, a nd 47606.5, inc luding e ng a g e me nt with re pre se nta tive pa re nts o f pupils ide ntifie d in E duc a tio n Co de se c tio n 42238.01?

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6. Wha t spe c ific a c tio ns we re ta ke n to c o nsult with pupils to me e t the re q uire me nts 5 CCR 15495(a )? 7. Ho w ha s sta ke ho lde r invo lve me nt b e e n c o ntinue d a nd suppo rte d? Ho w ha s the invo lve me nt o f the se sta ke ho lde rs suppo rte d impro ve d o utc o me s fo r pupils, inc luding unduplic a te d pupils, re la te d to the sta te prio ritie s?

Se c tio n 1: Guiding Que stio ns o n Sta ke ho lde r E ng a g e me nt (c o ntinue d)

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Se c tio n 1: L CAP T e mpla te

Involve me nt Pr

• c e ss

Impac t on L CAP

Identify stakeholder meetings – Attribute actions and services to input from stakeholders

Annual Update : Annual Update :

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Se c tio n 1: L CAP T e mpla te

Involve me nt Proc e ss

Impac t on L CAP

At _________ there were a series of opportunities for parents to give input on our school goals and priorities for the coming years. Throughout the school year, students, parents, staff, and community members have had opportunities to provide the site with feedback via surveys, conversations, and poster gallery walks that present participants with essential questions about how to improve our school's academic program, our school climate and our facilities and programs.

DELAC Meetings September 4, 2015 (23 Parents, 5 staff, 2 administrators) October 6, 2015 (22 Parents, 6 staff, 2 administrators)

FROM DELAC MTGS: Increase advanced class offerings (see Goal 1) Zero period program to support World Language and Arts (see Goal 1) Home visits from the school (see Goal 3) More multicultural awareness and community events (see Goal 3) PBIS training for parents (see Goal 4)

Annual Update :

DELAC Meetings September 4, 2015 – Reviewed EOY Data and status of implementation

• f LCAP services

Annual Update :

EOY Attendance data met goals, DELAC parents recommended continuance and possible expansion of attendance liaison personnel 11

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Cla ssific a tio n o f Stude nts fo r L CF F

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• w I

nc o me (L I )

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E ng lish L e a rne rs (E L ) F

• ste r Yo uth

(F Y)

• Ba se d o n Ho me

L a ng ua g e Surve y a nd Ca lifo rnia E ng lish L a ng ua g e De ve lo pme nt T e st (CE L DT )

• No time limit fo r

funding

• Re c la ssifie d

stude nts (F lue nt E ng lish Pro fic ie nt) will no lo ng e r g e ne ra te a dditio na l funding

• Qua lify b a se d o n

fre e a nd re duc e d pric e me a ls e lig ib ility.

• F
• ste r yo uth a re

stude nts who ha ve b e e n pla c e d into a n institutio n, g ro up ho me ,

• r priva te ho me o f a

sta te -c e rtifie d c a re g ive r

• r unde r the pla c e me nt

a nd c a re o f the c o unty we lfa re de pa rtme nt, c o unty pro b a tio n de pa rtme nt o r trib a l

• rg a niza tio n.
• All fo ste r yo uth q ua lify a s

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• w I

nc o me stude nts.

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Sub g ro ups a re c o nside re d nume ric a lly sig nific a nt if the re a re 30 o r mo re stude nts with the e xc e ptio n o f F

• ste r Yo uth

whe re 15 stude nts a re c o nside re d nume ric a lly sig nific a nt.

• E

ng lish L e a rne rs

• L
• w I

nc o me

• Stude nts with Disa b ilitie s
• F
• ste r Yo uth

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Othe r Sub g ro ups Ra c ia l/ E thnic Sub g ro ups

• Bla c k o r Afric a n Ame ric a n
• Ame ric a n I

ndia n o r Ala ska Na tive

• Asia n
• F

ilipino

• Hispa nic o r L

a tino

• Na tive Ha wa iia n o r

Pa c ific I sla nde r

• White
• T

wo o r mo re ra c e s

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Re q uire d Re pre se nta tio n fro m Pa re nt Gro ups

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Pa re nt Adviso ry Gro up L

• w I

nc o me re p F

• ste r Yo uth re p

All Pa re nts Distric t E L Pa re nt Adviso ry Gro up (if distric t e nro llme nt inc lude s): 15% E L s At le a st 50 E L pupils E ng lish L e a rne r re p I f stude nts a re pa rt o f o ne o r mo re

• f the se sub g ro ups, pa re nts o r

fa milie s must b e inc lude d in the Pa re nt Adviso ry Gro up. Me mb e rs o f pre -e xisting c o mmitte e s (DE L AC) ma y b e inc lude d in the L CAP E L Pa re nt Adviso ry Co mmitte e .

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SPSA Sa mple F

• rm A

LEA GOAL: All Students in the Pine Tree School District will be educated in a safe and healthy learning environment SCHOOL GOAL: (Goals should be prioritized, measurable, and focused on identified student learning needs.) By May 31, 2013, the percentage of students that report feeling “safe” or “very safe” on the PTSD Stakeholder Survey at Pine Tree Middle School will increase from 40% to 60%.

What data did you use to form this goal?

• California School Climate Survey
• California Healthy Kids Survey
• PTSD Stakeholder Survey of students,

staff, parents, and community

• Comments and testimonials of PTMS

students and staff What were the findings from the analysis of this data?

• In 2012 PTSD Stakeholder Survey, 60% of

PTMS students said they felt “unsafe” or “very unsafe” at school

• Similar patterns were noted in the most

recent CHKS and CSCS How will the school evaluate the progress of this goal?

• This school goal will be evaluated on an

annual basis as part of the SPSA evaluation process STRATEGIES: 1) PTMS will use an inquiry-based approach to identify major student safety issues, review current practices, and identify potential strategies or interventions to increase student safety.

SPSA Sa mple F

• rm

State Programs

Allocation

Consolidated in the SWP

Local Control Funding Formula (LCFF) – Base Grant Purpose: To provide flexibility in the use of state and local funds by LEAs and schools $ LCFF – Supplemental Grant Purpose: To provide a supplemental grant equal to 20 percent of the adjusted LCFF base grant for targeted disadvantaged students $ LCFF – Concentration Grant Purpose: To provide an additional concentration grant equal to 50 percent of the adjusted LCFF base grant for targeted students exceeding 55 percent of an LEA’s enrollment $

T e a m Disc ussio n

• Wha t is yo ur pro c e ss this ye a r fo r

c o ntinuing to wo rk with sta ke ho lde r g ro ups to mo nito r g o a l imple me nta tio n a nd stude nt

• utc o me s?
• Ho w do yo u inte nd to c o nsult with

a ll g ro ups?

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5 minute s

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Annua l Upda te - L CAP Se c tio n 2

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Annua l Upda te – L CAP Se c tio n 2

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Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary.

Annua l Upda te

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Important for business and program staff to work together for Estimated Actual Annual Expenditure column.

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Annua l Upda te

Annua l Upda te Instruc tions: F

• r e a c h g o a l in

the prio r L CAP ye a r, re vie w the pro g re ss to wa rd the e xpe c te d a nnua l o utc o me (s) b a se d o n, a t a minimum, the re q uire d me tric s pursua nt to E duc a tio n Co de se c tio ns 52060 a nd 52066. T he re vie w must inc lude a n a sse ssme nt o f the e ffe c tive ne ss o f the spe c ific a c tio ns. De sc rib e a ny c ha ng e s to the a c tio ns o r g o a ls the L E A will ta ke a s a re sult o f the re vie w a nd a sse ssme nt. I n a dditio n, re vie w the a pplic a b ility

• f e a c h g o a l in the L

CAP.

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Annua l Upda te

E stimate d Ac tual Annual E xpe nditur e s

• T

iming – T he a nnua l upda te is c o mple te d in c o njunc tio n with ne xt ye a r’s L CAP

Sta rt g a the ring da ta o n a c tio ns a nd se rvic e s

tha t a re b e ing pro vide d to sha re with sta ke ho lde rs b y Ja nua ry

Re vie w a udit re q uire me nts

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Annua l Upda te

Annual Audit Manual

T he L CAP will b e re vie we d during the a nnua l a udit.

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Guiding Que stio ns fro m L CAP T e mpla te Annua l Upda te

1) Ho w ha ve the a c tio ns/ se rvic e s a ddre sse d the ne e ds o f a ll pupils a nd did the pro visio ns o f tho se se rvic e s re sult in the de sire d o utc o me s? 2) Ho w ha ve the a c tio ns/ se rvic e s a ddre sse d the ne e ds o f a ll sub g ro ups o f pupils ide ntifie d pursua nt to E duc a tio n Co de se c tio n 52052, inc luding , b ut no t limite d to , E ng lish le a rne rs, lo w-inc o me pupils, a nd fo ste r yo uth; a nd did the pro visio n

• f tho se a c tio ns/ se rvic e s re sult in the de sire d o utc o me s?

3) Ho w ha ve the a c tio ns/ se rvic e s a ddre sse d the ide ntifie d ne e ds a nd g o a ls o f spe c ific sc ho o l site s a nd we re the se a c tio ns/ se rvic e s e ffe c tive in a c hie ving the de sire d

• utc o me s?

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Guiding Que stio ns fro m L CAP T e mpla te Annua l Upda te

4) Wha t info rma tio n (e .g ., q ua ntita tive a nd q ua lita tive da ta / me tric s) wa s e xa mine d to re vie w pro g re ss to wa rd g o a ls in the a nnua l upda te ? 5) Wha t pro g re ss ha s b e e n a c hie ve d to wa rd the g o a l a nd e xpe c te d me a sura b le o utc o me (s)? Ho w e ffe c tive we re the a c tio ns a nd se rvic e s in ma king pro g re ss to wa rd the g o a l? Wha t c ha ng e s to g o a ls, a c tio ns, se rvic e s, a nd e xpe nditure s a re b e ing ma de in the L CAP a s a re sult o f the re vie w o f pro g re ss a nd a sse ssme nt o f the e ffe c tive ne ss o f the a c tio ns a nd se rvic e s? 6) Wha t diffe re nc e s a re the re b e twe e n b udg e te d e xpe nditure s a nd e stima te d a c tua l a nnua l e xpe nditure s? Wha t we re the re a so ns fo r a ny diffe re nc e s?

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T e a m Disc ussio n

• 1. Disc uss yo ur distric t’s pla ns to c o lle c t

da ta a nd re po rt pro g re ss in pre pa ra tio n fo r the Annua l Upda te .

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5 minute s

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L CAP Annua l Upda te

Appe ndix De finitions

a ) Chro nic a b se nte e ism ra te b ) Middle Sc ho o l dro po ut ra te c ) Hig h Sc ho o l dro po ut ra te d ) Hig h sc ho o l g ra dua tio n ra te e ) Suspe nsio n ra te f) E xpulsio n ra te

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L CAP Se c tio n: 2 Go a ls a nd Se rvic e s

§ 15497.5. L

• c al Contr
• l and Ac c ountability Plan and Annual Update T

e mplate . Intr

• duc tion: ADD A BRIE

F E XE CUT IVE SUMMARY/ DIST R ICT DE SCRIPT ION

L E A: _________________________ Co nta c t (Na me , T itle , E ma il, Pho ne Numb e r):__________________________________ L CAP Ye a r:_________

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• c al Co ntr
• l and Ac c o untability Plan and Annual Update T

e mplate

T he L

• c al Co ntro l and Ac c o untab ility Plan (L

CAP) and Annual Update T e mplate shall b e use d to pro vide de tails re g arding lo c al e duc atio nal ag e nc ie s’ (L E As) ac tio ns and e xpe nditure s to suppo rt pupil o utc o me s and o ve rall pe rfo rmanc e pursuant to E duc atio n Co de se c tio ns 52060, 52066, 47605, 47605.5, and 47606.5. T he L CAP and Annual Update T e mplate must b e c o mple te d b y all L E As e ac h ye ar. F

• r sc ho o l distric ts, pursuant to E

duc atio n Co de se c tio n 52060, the L CAP must de sc rib e , fo r the sc ho o l distric t and e ac h sc ho o l within the distric t, go als and spe c ific ac tio ns to ac hie ve tho se

go als fo r all pupils and e ac h subgr

• up o f pupils ide ntifie d in E

duc atio n Co de se c tio n 52052, inc luding pupils with disabilitie s, fo r e ac h o f the state prio ritie s and any lo c ally ide ntifie d

prio ritie s.

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GOAL 1: All students will receive high quality instruction in Common Core and NGSS standards from highly qualified teachers in 21st Century Classrooms. Related State and/or Local Priorities: 1 X 2 X 3 4 5 6 X 7 8 X 8 COE only: 9 10 0 Local : Specify Strategic Plan Goals 1, 2, 5 Identified Need : Need: Students need access to highly qualified teachers, high quality materials and facilities, and daily instruction in the Common Core standards and NGSS standards. Metrics: MAKE SURE METRICS include the required metrics for the STATE PRIORITIES the goal addresses Williams validation, HR records, BTSA records, Rate of teacher mis-assignments, PD sign-in sheets, Curriculum maps, curriculum pacing maps, lesson plans, report cards, instructional materials inventories, iReady and BAS assessments, and teacher and classroom observations, SARC Goal Applies to: Schools: LEA Wide Applicable Pupil Subgroups: ALL

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LCAP Year 1: 2015-16 By June 2016, all students will receive instruction from teachers who are appropriately assigned, using Common Core curriculum materials, in adequate, well-maintained facilities. Actions/Services Scope of Service Pupils to be served within identified scope of service Budgeted Expenditures

1.1 All teachers are appropriately assigned and fully credentialed in their subject areas. Certificated Personnel Salary + Benefits 1.2 All new teachers will participate in BTSA. Administer the Clear Multiple Subject, Single Subject, and Ed. Specialist Induction Programs: Support Provider training, Participating Teacher PD and 1:1 mentoring related to Pedagogy, Equity, Teaching ELs, and Teaching Special

• Populations. Recommendation of Participating Teachers for

Clear Credentials upon successful completion of the program 1.3 All teachers assigned to ELA and Math will participate in Common Core ELA, Math and ELD professional development. Stipends for teachers + LEA-wide X All OR:------- Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups: (Specify) Cost of Personnel, $80,000 avg per teacher – (141 FTE [teachers]) $11.28 Million – 0000 Unrestricted LCFF BASE Salary (1000) + Benefits (3000)

1.2 Cost to administer BTSA new teacher induction program: Per teacher charge: $4,400 x 37 FTE (teachers) $4,400 x 37 = $162,800 0000: Unrestricted LCFF Base

1.3 Cost for trainers, per diem rates, stipends for PD, per teacher 0000: Unrestricted Base $2,000

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Intensive Intervention Services

SPED services, 1-1 tutoring or monitoring, Behavior Plan

Intervention Services

After School Tutoring Programs; Intervention Classroom; School Linked Services, Community Liaison, Additional Counseling, Attendance Liaison, LCSW

Universal Services for all

Fully Credentialed Teachers, Common Core Curriculum, PBIS

LCAP supporting students: Multi Tiered System of Support - MTSS

L CAP Suppo rting Stude nts –

Go b e yo nd the Da ta

E xa mple : Sta te Prio rity # 5 – Stude nt E ng a g e me nt – re q uire d me tric is a tte nda nc e Disa g g re g a te da ta b y g ra de spa n, b y sub g ro up, b y site

Wha t doe s the da ta sa y? Wha t doe s your sta ke holde r informa tion sa y? Using a Multi- tie re d Syste m of Support for the whole c hild a nd fa mily: Wha t a c tions a nd se rvic e s mig ht be ne e de d?

A kinde rg a rte n a tte nda nc e dip a t a site – is it c o nsiste nt o ve r time ?

• 1. Co uld b e a n indic a tio n fo r Pa re nt e duc a tio n?
• 2. He a lth c a re a c c e ss?
• 3. Sa fe we lc o ming c la ssro o m e nviro nme nt?

L CAP Suppo rting Stude nts –

Go b e yo nd the Da ta

E xa mple : Sta te Prio rity # 5 – Stude nt E ng a g e me nt – re q uire d me tric is a tte nda nc e

Wha t doe s the da ta sa y? Wha t doe s your sta ke holde r informa tion sa y? Using a Multi- tie re d Syste m of Support for the whole c hild a nd fa mily: Wha t a c tions a nd se rvic e s mig ht be ne e de d?

• A spe c ific sc ho o l site sho ws a dip in a tte nda nc e
• 1. I

s the re a ne e d fo r Pa re nt E duc a tio n?

• 2. Are pa re nts a wa re o f a b se nc e s? An a tte nda nc e lia iso n to

insure c o mmunic a tio n with pa re nts?

• 3. I

s the re a b ullying issue a s so me stude nts re po rt the y a re a fra id?

• 4. Cle a n, we lc o ming , he a lthy fa c ilitie s a nd c la ssro o ms?
• 5. Ac a de mic a vo ida nc e ? Wha t suppo rts a re in pla c e ?
• 6. I

s the pla yg ro und, c a fe te ria , sa fe a nd we lc o ming ?

SCHOOL WI DE USAGE

L CF F Sc ho o lwide usa g e o f funds fo llo ws fe de ra l g uide line s: T itle I sc ho o ls with pe rc e ntag e s o f stude nts fro m lo w-inc o me familie s o f at le ast 40 pe rc e nt may use T itle I funds, alo ng with o the r F e de ral, State , and lo c al funds, to o pe rate a "sc ho o lwide pro g ram" to upg rade the instruc tio nal pro g ram fo r the who le sc ho o l.

34

T a rg e te d Sc ho o ls

• F
• r Sc ho o ls tha t do n’ t q ua lify fo r Sc ho o lwide

a llo c a tio n L CF F a lso a llo ws fle xib ility

35

Targeted assistance schools design, in consultation with parents, staff, and district staff, an instructional program to meet the needs of those students. Both schoolwide and targeted assistance programs must use instructional strategies based on scientifically based research and implement parental involvement activities.

Disc ussio n

36

• Ho w is yo ur distric t using supple me nta l

a nd c o nc e ntra tio n funds?

• Wha t ha ve yo u no tic e d a b o ut the

pla nne d inc re a se d o r impro ve d se rvic e s? Ha ve yo u de ve lo pe d a ny ne w se rvic e s, ide a s o r re so urc e s to sha re ?

L

• c a l Co ntro l a nd Ac c o unta b ility Pla ns

37

Section 3: Use of Supplemental and Concentration Grant funds and Proportionality

• A. In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number

and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5). Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR 15496. For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a schoolsite in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district’s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.) Total amount of Supplemental and Concentration grant funds calculated: $948,697

Highlight the Intervention Services to support the identified needs of students If using funds districtwide or schoolwide – justify why this is the most effective use of funds to address needs

38

B. In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a). Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage is met using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the services provided to all pupils.

8.65 %

Rub ric De ve lo pme nt Pro c e ss

39

Rub ric De sig n Gro up Pra c titio ne r a nd Co mmunity Adviso ry Gro up Re se a rc h Adviso ry Gro up Po lic y Adviso ry Gro up

CDE

• SBE
• We stE

d

Re c o mme nda tio n to the SBE fo r Rub ric Appro va l

L

• c a l Co ntro l a nd Ac c o unta b ility Pla ns

L CF F Rub ric s –

• Alig n to the L

CF F de sig n princ iple s: stude nt fo c use d, e q uity, tra nspa re nc y, a nd pe rfo rma nc e

• Se rve a s a re so urc e tha t L

E As find use ful to g uide re fle c tio ns a nd pro vide he lpful ide a s to suppo rt stude nts

• Suppo rt o f a c o ntinuo us impro ve me nt pro c e ss

fo c use d o n stude nt le ve l o utc o me s

• F

a c ilita te re fle c tio n tha t suppo rts lo c a l o wne rship

• f pla nning a nd imple me nta tio n o f a c tio ns tha t

suppo rt stude nt le ve l o utc o me s

L CF F Rub ric s –

• NOT

g ra de o r judg e , b ut pro vide wa ys to ide ntify stre ng ths, a re a s fo r impro ve me nts, a nd stra te g ie s to impro ve

• I

nc lude o the r re so urc e s a nd to o ls tha t in c o mb ina tio n suppo rt hig h-q ua lity pla ning a nd imple me nta tio n

• E

xte nd to a ll stra te g ic pla nning a nd imple me nta tio n e ffo rts – Rub ric s a re no t limite d to L CAPS

L

• c a l Co ntro l a nd Ac c o unta b ility Pla ns

QUE ST IONS AND F INAL COMME NT S

L OCAL CONT ROL AND ACCOUNT ABI L I T Y PL ANS

42

L

• c a l Co ntro l a nd Ac c o unta b ility Pla ns

L

• c a l Co ntro l a nd Ac c o unta b ility Pla ns

T T hank You Upda te Contac t Infor mation

Mic ha e l Ba c hic ha mic ha e l_b a c hic ha @ sc c o e .o rg 408-453-6899