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April 25, 2016

Results of the March 2016 LCAP Template Redesign
Survey
California Department of Education
1430 N Street
Sacramento, CA 95814

Primary Contact:
Jonathan Feagle, Ed.D.
916-319-0261
jfeagle@cde.ca.gov

For more information about this report, please contact the CDE Local Agency Systems
Support Office
email lcff@cde.ca.gov or call 916-319-0809

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Table of Contents
1
INTRODUCTION
…………………………………………………………………………………………………….......
.3
2
SURVEY
DESCRIPTION…………………………………………………………………………….
…………….….....4
3
SURVEY
PARTICIPATION………………………………………………………………………….
…………….……..5
4
SURVEY
RESULTS……………………………………………………………………………………………
….…….…..5
4.1
Template Section 1: Stakeholder
Engagement…………………………………………………..…6
4.1.1 Increased transparency and user
friendliness…………………………………….…....6
4.1.2 Simplified and streamlined structure and
language………………………………….6
4.1.3 Improved instructions and
support…………………………………………………………..7
4.2 Section 2: Goals, Actions, Expenditures, and Progress
Indicators......................…...8
4.2.1 Increased transparency and user
friendliness…………………………………………..8
4.2.2 Simplified and streamlined structure and language………………..
…………….….8
4.2.3 Improved instructions and
support…………………………………………………………10
4.3 Section 2: Annual
Update……………………………………………………………………………..…...10
4.3.1 Increased transparency and user
friendliness………………………………………….11
4.3.2 Simplified and streamlined structure and language……..
……………..……....…11
4.3.3 Improved instructions and
support……………………………………………..…….……13
4.4 Section 3: Use of Supplemental and Concentration Grant funds and
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Proportionality………………………………………………………………
…………………...13
4.4.1 Increased transparency and user
friendliness………………………………………….13
4.4.2 Simplified and streamlined structure and
language…………………………………13
4.4.3 Improved instructions and
support………………………………………………………….15
4.5 Overarching
Question………………………………………………………………………………………….
15
4.5.1 Plan
Alignment……………………………………………………………………..
…………….…..16
4.5.2
Technology……………………………………………………………………………….
.…………….16
4.5.3
Other………………………………………………………………………………………
…………..…..17
5
APPENDIX A: SURVEY
INSTRUMENT………………………………………………………………….……..17

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1. Introduction
Effective July 1, 2013, each local education agency (LEA) in California has been
required on an annual basis to complete a Local Control and Accountability Plan
(LCAP) using the template adopted by the California State Board of Education (SBE).
The LCAP is a strategic planning and stakeholder engagement tool in which LEAs
address the priorities identified by the state’s landmark Local Control Funding
Formula (LCFF) legislation.1 Given the significance of the LCAP for the state, the
California Department of Education (CDE) recognizes the importance of providing
LEAs with an LCAP template that supports their work, facilitates the engagement of
stakeholders, and is an easy-to-use and effective planning tool.
Currently, local education agencies throughout the state of California are engaged
in the development of their 2016-17 LCAP utilizing the SBE-approved secondgeneration LCAP template, which can be found at
http://www.cde.ca.gov/fg/aa/lc/documents/lcffregulations.doc. While this version of
the LCAP template is an improvement over its predecessor, the SBE, WestEd, and
CDE have solicited and received considerable feedback from stakeholders,
practitioners, researchers, and advocates over the past year suggesting
modifications and improvements. Researchers and advocates have also produced
more than a dozen reports or papers analyzing LCAPs, identifying challenges with
LCAP implementation, and offering recommendations for improving the template
and local processes for developing and adopting LCAPs. In part due to this
feedback, as part of the March 2016 SBE meeting, staff identified a proposed
timeline for revising the LCAP
template for the 2017-18 LCAP
cycle.2 As part of this work, and
“The valuable time we spend is meeting with our
building on the input received to
stakeholder groups and learning from them about
date, the CDE conducted an
how we can improve services for our children,
online survey from March 9 – 28,
sharing our achievement data and thinking about
2016, in order to further inform
how we can improve student learning on an annual
the redesign of the LCAP
basis. I love all the meetings with students, parents
template. The purpose of the
and other community members and reimagining
survey was to gather input from
our work with the community. We start our
stakeholders about how well the
meetings each year with an LCAP video of student
current template is working and
learning in our schools. We use an Executive
what might be done to improve
summary to share our story. It would be great if
its design. CDE received 571
the plan was more accessible like the summary.”
survey responses from
- Administrator
stakeholders, including
administrators, teachers, parents,
school board members, and
others. This report provides a
summary of these responses.
1

For more information about the state priorities, visit
http://www.cde.ca.gov/fg/aa/lc/statepriorityresources.asp
2
See: http://www.cde.ca.gov/be/ag/ag/yr16/documents/mar16item23.doc, Attachment 4
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Emerging Themes
Analysis of survey responses resulted in the identification of three overarching
themes or areas of concentration for template redesign:
1) Increased transparency and user friendliness;
2) Simplified and streamlined structure and language; and
3) Improved instructions and support.
These themes are summarized below and utilized throughout this report to frame
suggestions and recommendations for each template section.

Increased transparency and user friendliness
Many responses indicated that the template should be made more user-friendly and
easier to understand, especially for parents, caregivers, and other stakeholders.
This overarching and crosscutting suggestion also applies to the themes identified
below regarding template structure and language as well as improved instructions
and support. Improving the overall ease of use and accessibility of the template is
the primary imperative emerging from the results of this survey.

Simplified and streamlined structure and language
Of the three major themes, the request to simplify structure and language was
widely mentioned and addressed by respondents. Some of the more prominent
concrete suggestions within this theme include moving reference text to an
addendum, moving the Annual Update to the front of Section 2, and creating a
horizontal layout to place three years of planning on the same page.

Improved instructions and support
This third theme emerges from responses that either explicitly or implicitly
expressed a desire for clear instructions for completion of the LCAP as well as active
support. Some of the more prominent topics that arose in this regard included
requests for additional clarification on the use of the table in Section 1 for
Stakeholder Engagement and further clarification on the information required in the
Budgeted Expenditures column in Section 2. Responses also requested further
support on how to understand some key concepts of the template including how to
address the effectiveness of actions in the Annual Update and how to describe an
increase or improvement in services.

2. Survey Description
The survey was organized into six parts and was intentionally kept brief to maximize
response rates (with the exception of “role in education,” all questions were
optional):
1. Participant Information/demographics, including name, email address, and
role in education.
2. Template Section 1: Stakeholder Engagement
3. Template Section 2: Goals, Actions, Expenditures, and Progress Indicators
4. Template Section 2: Annual Update
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5. Template Section 3: Use of Supplemental and Concentration Grant Funds and
Proportionality
6. Additional overarching comments/suggestions for the next LCAP template not
covered by the questions above
Survey Sections 2 through 5 each asked two questions. The first question asked
respondents to indicate the extent to which the relevant section of the template
needed revisions. For this purpose, the following Likert scale was utilized:
1.
2.
3.
4.

Great As Is
Needs Minimum Revisions
Needs Moderate Revisions
Needs Major Revisions

The second question in survey parts 2 through 5 was open-ended; for the
corresponding portion of the template, respondents were asked, “What specific,
actionable suggestions do you have for improvements?”
In addition, survey respondents were provided the opportunity in a final
question/comment box to make overarching suggestions to any aspect of the LCAP
template or process.
Please refer to Appendix A for a complete copy of the survey utilized.

3. Survey Participation
The survey collected 571 responses. Table 1 provides a breakout of respondents’
self-identified roles in education. At least 86% of respondents identified themselves
as individuals working within the field of education. This group includes
administrators, other school personnel, school board members, principals, and
teachers. The approximately remaining 14% identified themselves as either parents
(5%), civic or non-profit organization (3%), or other (6%). 3

Table 1: Responses by Self-Identified Role
Role in Education
Administrator
Other School Personnel
School Board Member or Trustee
Parent
Community-Based Civic/Non-profit
Organization
Principal
Teacher
Bargaining Unit
Other

Number
383
39
34
26
19

% of
Respondents
67%
7%
6%
5%
3%

15
15
6
34

3%
3%
1%
6%

3

The “role in education” was adapted from the stakeholder roles identified by the current
LCAP template.
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4. Survey Results
The description of survey
results that follow were
arrived at by organizing the
responses into major themes.
The comments within each
Figure 1: Percent & Number of Responses to "How would you
theme were then further
classify Section 1 of the template?" (Percent of total (571)
analyzed into closely related
responses. 7% no response.)
excerpts that formed the basis
of the specific findings discussed below. Great care was taken to consider each
response given to the survey.
The discussion of results below follows the structure of the existing LCAP template.
Section 4.1 of this report describes the results for Section 1 (Stakeholder
Engagement). Results for Section 2 of the template (Goals, Actions, Expenditures,
and Progress Indicators) are presented below in Section 4.2. Section 4.3 discusses
survey results that address Section 2 of the template (Annual Update). The survey
results for Section 3 of the template (Supplemental and Concentration Grant funds
and Proportionality) are provided in Section 4.4 of the report. Finally, responses to
the overarching question at the end of the survey that are not already addressed in
previous sections of this report, are discussed.

4.1 Template Section 1: Stakeholder Engagement
As illustrated by Figure 1, 57% of respondents indicated that Section 1 was either
“great as is” or “needs minimum revisions.” Responses to the open-ended question
on Section 1, however, clearly express a desire to see a simpler, more user-friendly
document that is more transparent to stakeholders.

4.1.1 Increased transparency and user friendliness
The template is currently perceived more as a legal or compliance instrument rather
than a community engagement tool. Several comments pointed out the references
to Education Code and California Code of Regulations within the Guiding Questions.
It is believed that such references reduce the ease with which stakeholders read an
LCAP. Additionally, several comments suggested that the exercise of answering the
Guiding Questions created redundancies within the document.
Respondents offered many concrete suggestions to address these perceived
shortcomings of the template, which are addressed below.

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4.1.2 Simplified and streamlined structure and language
 Consolidate or Reorder Rows
It was explicitly suggested at least
35 times that the two rows in the
“Make it easier to read, improve layout, design.”
table for describing the
-Parent
involvement process and the
impact of stakeholder engagement
on the LCAP in Section 1 be merged or combined into one. Addressing the
stakeholder engagement process for the development of the LCAP separately from
the stakeholder engagement process for development of the Annual Update creates
redundancies in the document. For example, the next three years of an LCAP as well
as the Annual Update are often discussed at the same stakeholder meetings.
Another suggestion was to flip the order of the rows so that the Annual Update row
is placed first.

 Stakeholder Involvement
Respondents suggested providing additional information about the stakeholder
engagement process including information about stakeholders, impact of the
stakeholder process on the LCAP, and LEA accountability for the stakeholder
engagement process. Specifically, it was suggested that space be provided to
include information about the different stakeholder groups, when meetings
occurred, and the number or percentage of individuals within each stakeholder
group that participated. It was also suggested that the template elicit more
information about the engagement process such that readers of the LCAP are able
to connect stakeholder input with LCAP actions/impact on students. One comment
suggested a space be included in which to indicate the length of time the draft LCAP
was made available to parents/caregivers and community members for review.

 Format
Several comments suggested that the format of Section 1 contributes to possible
confusion or could be changed to improve readability. The top and bottom rows of
the stakeholder engagement table could be more visually distinct and might benefit
from the use of form elements (checkboxes, radio buttons) to reference the different
stakeholder groups.

 Guiding Questions
Several comments asked for a space to answer each guiding question in turn;
others asked for the guiding questions to be moved to an appendix.

 Inline Formatting
Respondents requested allowing for the use of additional rows within the
stakeholder engagement section and table; adding columns within this table to elicit
more specific information about the engagement process; and better horizontal
alignment so that dates of meetings, stakeholder groups, and impact line up within
the table.
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 Use of Narrative
Instead of having two separate columns to describe the involvement process and
the impact of stakeholder engagement on the LCAP, allow for a narrative response
that addresses both elements in a single column.

 Remove Text/Use
Addendum

Where the guiding questions reference sections of
The most prominent comments in the education code or LCFF regulations, the
template should spell out key features of these
this area requested that some of
regulations rather than relying on districts to look
the template text be removed in
up these provisions.
order to make it more accessible
-Individual from State Level Organization
to readers. It was recommended
that the instructions, guiding
questions, and other legal
references or citations be placed in a separate accompanying document or an
appendix. Another suggestion was to create a sidebar that summarizes this
information. If this text remains, some commented that more definitions and
clarifying language be included to provide a complete reference for readers.

4.1.3 Improved instructions and support
 Stakeholder Engagement Table
There were 37 responses that called for more guidance on how to complete this
table. Some of the comments simply request further clarification for the kind of
information that belongs in each cell. Other comments request clarification on the
difference between the two cells with the headings of “Involvement Process” and
“Impact on LCAP” and the two cells beneath them labeled as “Annual Update.”
Other comments called for further support on how LEAs should best engage their
stakeholders. There were also comments requesting further clarification on what to
include in the introduction.

4.2 Section 2: Goals, Actions, Expenditures, and Progress
Indicators
As Figure 2 illustrates, a majority of respondents indicated that Section 2 needs
either moderate or major revisions.

4.2.1 Increased
transparency and
user friendliness
Consistent with feedback on
other sections of the
template, respondents found
Section 2: Goals, Actions,
Expenditures, and Progress
Indicators, to lack sufficient
transparency. Other than
being difficult for non-expert
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Figure 2: Percent & Number of Responses to "How would you
classify Section 2 of the template?" (Percent of total (571)
responses. 6% no response.)

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stakeholders to understand, some specific reasons for the lack of transparency were
offered, as described below.
Due to the way LCAP years are currently presented in the template, respondents
reported that it is difficult to track actions from one year to the next. Also, the
redundancy that results from three years of actions and services is believed to add
to stakeholder confusion. One comment suggested that limiting the LCAP to a oneyear plan would improve stakeholder usability.

“List years 1, 2 & 3 in the same item
Section 2, as with other sections, is reported
to contain too much technical language, to be so it is not repeated and tie Annual
Update directly under the goal/action
too long, and to be visually unappealing. The
important relationship between a goal’s need, for consistency of story line.”
-School Board Trustee
its expected annual measurable outcomes,
and actions or services is not easy to
communicate or demonstrate in the template.
Individuals who fill in the template for LEAs reported that it is difficult to enter
information into the template and that modifying it to lessen these challenges is
also challenging.
Specific suggestions offered by respondents to address these issues are discussed
below.

4.2.2 Simplified and streamlined structure and language
 Three Years Horizontal, not
Vertical

“[T]he three years need to be side by side.
This allows stakeholders to see the big
picture and growth year to year.”
-Administrator

The most prominent suggestion for a
revision to Section 2 proposes
displaying three years horizontally,
similar to the format of the LCAP
template utilized under emergency regulations. The current layout does not help
stakeholders track actions and services from one year to the next. A horizontal
layout would allow readers to see the planned progression for actions over three
years. It was also suggested that a horizontal layout could reduce certain
redundancies, which would help reduce the overall size of the document.

 Three Years of Actions/Services within Each Goal
A suggestion similar to the one above is to include three years of actions and
services within each goal. The layout would remain vertical insofar as information
for year 1 would precede information for year 2, etc. However, this would be
preferred to the current layout that spreads goals across three different years. A
reader would be able to look through all three years of a single goal before being
introduced to a subsequent goal.

 A One Year Plan
Several respondents suggested reducing the LCAP to a one-year plan with an annual
update. This would significantly reduce the overall size of the document. Other
supporting comments suggested minimizing the information required for years 2
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and 3, effectively reducing the LCAP to a one-year plan that also includes some
basic information or a summary extending out two years.

 Place Annual Update at Beginning of Section 2
It is recommended that the Annual Update be placed at the beginning of Section 2,
before the goals. This would highlight the importance of using the Annual Update to
inform future goals.

 Remove Text/Use
Addendum

“The EdCode information makes the plan
longer and more difficult for the "layperson" to
locate the sections they are interested in.”
-Teacher

It was recommended that
instructions, guiding questions, and
other legal references or citations
could be placed in a separate
accompanying document or an appendix.

 Formatting/Layout
It was recommended that the following revisions be made to the Section 2 portion
of the template to improve the formatting and layout:
Make template easier to edit and input information;
Continue heading of each goal on to the following pages for that goal;
Make it easier to add additional rows for actions and services;
Auto-number goals, actions, and services for ease of reference throughout the
document;
Change layout of “Pupils served…” box. As this box expands with an action, it
creates unused space. This would help reduce the overall size of the document;
Add a table of contents or index to the LCAP;
Use bookmarks in a PDF version to improve document navigation; and
Add drop-down menus to enter object codes and funding sources.

 Tracking Metrics
In order to help LEAs and their stakeholders track progress on state priority metrics,
include a single table or chart that would list the metrics applicable for the LEA
based on their unique educational situation.

 Redundancy
There is potential redundancy and confusion between the “Applicable Pupil
Subgroups,” “Scope of Service,” and the “Pupils to be served within identified scope
of service” fields.

 Subgroup Data
Allow for the display of baseline data and growth targets for each subgroup.

 Summary
Add a summary or outline of goals with expected measurable outcomes to make the
content of the document more accessible to stakeholders.
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 Organize Template Around Actions
One comment suggested that the template be organized around actions rather than
goals. In the current template, actions can be repeated across different goals. It was
suggested that it might be easier to understand if the format of the template were
turned upside down; actions would be listed once and goals would be listed multiple
times under each action relating to the goal.

 Organize Template Around Three Priority Areas
Another comment on template organization recommended that it be organized
around the three state priority areas: Conditions of Learning, Engagement, and Pupil
Outcomes. This would effectively organize the template around the state priorities.

4.2.3. Improved instructions and support
 Budgeted Expenditures
Guidance was requested regarding the information that should be included in the
budgeted expenditures column. Additional guidance was also sought on the
difference between the column for actions/services and the column for budgeted
expenditures. Some respondents indicated that, at a minimum, labels were needed
in the budgeted expenditures column to differentiate between multiple dollar
amounts entered into the same cell. Additional guidance was also requested to
address instances in which an action or service with several “sub-actions” is funded
from more than one source.

 Repeating Actions/Services
Respondents sought further clarification on how to avoid double-counting budgeted
expenditures for actions or services that apply to more than one goal within the
same plan year to avoid potential confusion with stakeholders.

4.3 Section 2: Annual Update
Figure 3 shows that respondents were evenly split between indicating that the
Annual Update Section of the template needs minimum or no revisions (47%) and
needing moderate or major revisions (44%).

4.3.1 Increased transparency and user friendliness
Consistent with results for
other areas of the template,
there was significant feedback
indicating that the Annual
Update portion of the
template is not user friendly.
More specifically, some
comments noted that the
Annual Update portion of the
template felt like a compliance
document and was
inconsistent with the
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Figure 3: Percent & Number of Responses to "How
would
you
classify the Annual Update section of the template?" (Percent
of total (571) responses. 9% no response.)

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template’s intent to increase stakeholder engagement. Several comments stated
that the Annual Update may be accessible to educational professionals, but not to
other stakeholder groups. The order of the Annual Update Section was also a factor
that lead to some confusion. Some comments focused on the visual presentation of
the Annual Update.
Respondents offered many suggestions to improve the transparency of the
template, which are summarized below.

4.3.2 Simplified and streamlined structure and language
 Place Annual Update at
Beginning of Section 2
Sixty-three responses suggested
placing the Annual Update
portion of the template at the
beginning of Section 2 rather
than at the end. Another 21
excerpts suggested incorporating
the Annual Update into the goals
portion of Section 2.

The Annual review should be the second section or
perhaps even the very first one. We go in depth
with the Annual review with our stakeholders,
describe the process and impact of the stake
holder engagement and then write the plan.
-Administrator

 Removal of Text
Many comments requested the removal of the directions and possibly including
them in a separate appendix. It was also remarked that the Scope of Service could
be included just once and then subsequently removed.

 More White Space
Comments suggest that the Annual Update is perceived as “too busy.” Too much
information on the page decreases its accessibility to stakeholders. However, there
are also many responses describing completed LCAPs as “too long.” An increase in
blank space would likely increase the length of an LCAP unless other elements were
removed.

 Form Elements
It was suggested that the use of form elements, including check boxes, could be
used to indicate the extent to which an action or service has been implemented or
completed. For example, those entering information into the Annual Update could
be presented with the option to check “Not Started,” “In Progress,” or “Completed.”
Drop-down menus were suggested for use within the Budgeted Expenditures
column in order to indicate fund source.

 Charts
Respondents would like to be able to more readily include charts and graphs in the
template.

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 Action-Outcome Connection
“This [Annual Update] is one of
the best things in the report that
really tells the story of what is
going on in the district and the
 Different Column/Header Arrangement progress that is occurring.”
-Administrator
Several alternatives for ordering categories of
Respondents noted that it would be helpful to
have a way to indicate associations between
outcomes and individual actions or services.

information were offered in the form of new
column or heading arrangements. For example, one comment suggests changing to
an outline form with no boxes or borders. Another comment offers the following
order of seven columns across the page for the Annual Update:
Metric, Expected Annual Measurable Outcomes, Actual Annual
Measurable Outcomes, Planned Actions/Services, Budgeted
Expenditures, Actual Actions/Services, Actual Annual Expenditures.

 Data Entry
Several specific suggestions were made about entering data into the Annual
Update. The use of the template would be made easier if some fields would
prepopulate based upon prior input. For example, several comments expressed a
wish to have the actions and services in the Annual Update automatically
prepopulate based on the actions and services entered in year 1 of the previous
LCAP. The use of tables and graphs would improve data entry. It was also expressed
that the required data is not always available to enter.

 Students Served
One comment stated that the boxes in which students served are indicated are
redundant. While the students served box in the left-hand column provides new
information, any changes to this can be included as a change to the action or
service. This could be an option to free some space within the template.

 More Details
Respondents requested that additional details be included in the Annual Update:
1.
2.
3.
4.
5.

Include all subgroups in the Scope of Service;
Where, how, and from whom is the data being collected;
Include a percentage of completion for actions/services;
A place to answer the question, “Were goals met?;”
More information to help account for spending including capacity to sum and
categorize spending per goals and subgroups;
6. Expenditure summary for supplemental and concentration grant funds; and
7. Information about how specific actions will close achievement gaps.

4.3.3 Improved instructions and support
 Assessment of Effectiveness
Respondents asked how they should rate
effectiveness. It was stated that assessing the

“Although qualitative data gets a
mention, it is not as required as it
needs to be to achieve balance in our
evaluation.”
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-Teacher

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effectiveness of an action or service before completing one full year of
implementation is challenging. Additionally, there were questions about the
appropriate place in the template to include the assessment of the effectiveness of
the actions and services.

 Budget Detail
Further clarification was sought on the level of information to include in budgeted
and actual expenditures within the Annual Update. What should be included in
“estimated actual expenditures?”

4.4 Section 3: Use of Supplemental and Concentration Grant
funds and Proportionality
As illustrated by Figure 4 below, a
slim majority of respondents
indicated that Section 3 was either
great as is or needs minimum
revisions.

4.4.1 Increased
transparency and user
friendliness
In contrast to the data provided by
Figure 4, narrative responses for
Section 3 of the template indicate
Figure 4: Percent & Number of Responses to "How would
that it is perceived as not being
you classify Section 3 of the template?" (Percent of total
readily understood and usable by
(571) responses. 12% no response.)
most stakeholders. This section
was most often described as the least understandable to the general public.
Suggestions for improving the template’s accessibility and transparency are
included in the two themes below.

4.4.2 Simplified and streamlined structure and language
 Consolidate 3.A and 3.B
Respondents suggested consolidating the tables for 3.A (Supplemental and
Concentration Grant Funds) and 3.B (Proportionality) into one narrative.

 Incorporate Parts of Section 3 into Section 1 or 2
Several comments suggested that Section 3 should not be a stand-alone section.
The information captured in Section 3, it is suggested, could be incorporated into
Section 2. For example, including the calculated amount of supplemental and
concentration grant funds (3.A) in Section 1 would provide readers with a better
opportunity of considering this
amount in the context of the
Currently this section stands alone and yet speaks to
budgeted expenditures in
a very critical component of LCFF/LCAP -- the
Section 2. Respondents believe
increased services to underserved student
that the benefit of including
populations. It would be helpful to frontload this
Section 3 information in Section
section and also embed components of it into
Section 2 Goals.
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2 is that it would provide for a more detailed description of actions and services
than what is currently provided in 3.A. This would require a way to indicate, in
Section 2, which actions and services were principally directed towards the needs of
unduplicated pupils.

 Supplemental and Concentration Grant Funds
The following recommendations were made regarding the information provided
about supplemental and concentration grant funds:
o

o

o

Include a way to distinguish between supplemental and concentration
grant funds. Not all districts that receive supplemental grant funds also
receive concentration grant funds. It might help to improve transparency
by indicating how much of the funds are supplemental and how much, if
any, are due to a concentration of unduplicated pupils;
In addition to the information in Section 3, also indicate the use of
supplemental and concentration grant funds in Section 2. Include a
breakdown of expenditures funded through supplemental and
concentration grant funds in Section 3 and provide links from fund
amounts in Section 3 back to the relevant actions in Section 2; and
Provide functionality to sum expenditures of supplemental and
concentration grant funds and provide the total in Section 3.

 Use of Tables and Charts
Requests were made for the use of tables and charts throughout the LCAP template.
In Section 3, requests for a table were made in order to provide the functionality to
list and total different expenditures as a way of describing how funds were being
spent. Respondents also would like the ability to display charts and other graphics
in 3.A and 3.B in order to help improve stakeholder access to information in the
LCAP.

 Form Functionality
As with other sections of the template, respondents also requested more use of
form fields in Section 3. Form fields, such as a drop-down menu or checkboxes, were
requested to help those who are writing the LCAP.

 List Expenditures per Unduplicated Pupil Group
Include a table in Section 3 that provides space to list expenditures per
unduplicated pupil group.

 Unduplicated Pupil Percentage
Include a space in which an LEA can indicate its unduplicated pupil percentage.

 Base Program
Include a space in which an LEA can define and describe its base program. It was
suggested that by defining an LEA’s base program, it would then be straightforward
to communicate with stakeholders those services that are in addition to services
received by all students. In contrast, many comments suggest that articulating a
base program is challenging if not impossible.
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 Remove Text/Use Addendum
Remove instructions and the appendix of definitions. Possibly include them in a
separate addendum or accompanying document. Hyperlinks could be provided to
the additional information.

4.4.3 Improved instructions and support
 District Wide Spending and MPP
Respondents broadly noted that it is challenging to describe how an LEA meets the
marginal proportionality percentage.

 Base Program
Further clarification was requested for how to articulate an LEA’s base program in
context of the requirement to show that services for unduplicated pupils have been
increased or improved over and above services provided to all students.

 How to Assess Quality
Further clarification was requested for how best to assess the quality of services in
order to address the extent to which services have been improved.

 Increased or Improved Services
Further clarification is sought on the meaning of “increased or improved.”

 Instructions and Examples
Respondents requested examples of model descriptions for 3.A and 3.B as well as
clear and specific instructions.

 Sentence Frames and Guiding Questions
One comment suggested using sentence frames to help writers of the LCAP provide
the correct information. Several comments recommended additional guiding
questions for Section 3 that would help writers develop the appropriate content for
this section.

 Include Simple Explanation
Respondents suggested including a simple explanation of Section 3 to help improve
its transparency.

4.5 Overarching Question
The final question of the survey asked respondents to provide any additional
overarching comments or suggestions for the design of the next LCAP template.
Many of the comments to this last question raised topics already discussed in
previous sections of this report. However, two important themes and a third “other”
category, all covering items not previously discussed above are presented here.
These include:
1. Plan Alignment;
2. Technology; and
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3. Other.

4.5.1 Plan Alignment
Many comments indicated that aligning and consolidating the various plans required
of LEAs and schools would increase the efficient use of LEA resources. Specifically,
respondents would like the LCAP and LEAP (Local Educational Agency Plan required
for ESEA and now ESSA purposes) to be aligned into one document. It was also
requested that the SPSA (Single Plan for Student Achievement) be included in this
alignment and consolidation even though it is not a district level plan. Respondents
explained that these plans utilize much of the same information and address similar
goals. The only qualification to this request for some respondents was that county
offices of education not be placed in the role of approving LEAPs. Currently, the
State Board of Education approves LEAPs.

4.5.2 Technology
In addition to requests for additional form functionality (i.e. drop-down lists, etc.)
and prepopulating data, already discussed above, responses also included
suggestions for better technology support options. Respondents would like the LCAP
eTemplate to provide automatically generated summaries or a dashboard of
information that would help readers of the LCAP access highlights and important
data within the LCAP. It was also suggested that the eTemplate undergo significant
graphic design upgrades including progressive layers of links to more detailed
information that could be optionally accessed by a reader. One comment noted that
it would be helpful if an LEA could upload a CSV (Comma Separated Values) file or
other raw data file format in order to support the movement of data across systems.
Another comment suggested that the LCAP should be provided only as an
eTemplate and should be elevated to a “robust web-based environment” in which
LEAs would work year round. Such an environment could provide multiple users with
access to real-time data updates.

4.5.3 Other
Several additional suggestions were offered in response to the final question that do
not fall within the three categories immediately above. The first involves clarifying
both at the district and for county office of education reviewers of LCAPs the level of
flexibility that districts have to focus on a subset of state priorities that are
identified as major areas of need for the district. The second involves providing help
to Basic Aid districts in understanding their unique situation. Third, relief was
requested for small rural districts whose small staffs often take on diverse
responsibilities and may not have the capacity and time to complete the full LCAP.

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5. Appendix A: Survey Instrument

Local Control and Accountability Plan Template
Review and Feedback Survey

Welcome! This survey site serves to collect your suggestions for the forthcoming
redesign of the Local Control and Accountability Plan (LCAP) template; the survey
will remain open until 5:00 PM on March 25, 2016.
The information you provide in this survey will help guide the redesign of the next
generation LCAP template, which the State Board of Education anticipates adopting
at its September 2016 meeting for use in the 2017-18 year. Until the new
template is adopted, the current template at http://cdefoundation.org/lcapsurvey/files/LCAP%20Template.pdf remains in effect and should be used for
the 2016-17 year (July 1, 2016 local adoption deadline).
Moving forward, the California Department of Education, State Board of Education,
and key partners including county offices of education, will be working together to
engage stakeholders throughout this process. For a full description of the current
timeline and work plan please see:
http://www.cde.ca.gov/be/pn/im/infomemofeb2016.asp.
Currently, the State Board of Education plans to adopt a redesigned LCAP template
in September 2016. The redesigned LCAP template would then be utilized for
planning, implementation, and accountability/continuous improvement purposes for
the 2017-18 school year.
For more information and questions related to this survey and/or the LCAP Template
revision process, please contact the CDE Local Agency Support System Office at
LCFF@cde.ca.gov or 916-319-0809.

Using this Survey
This site is set up to allow you to access the existing LCAP template and a feedback
survey. For mobile devices and small screens, please use the links below to access
the template and survey. For larger screens, the template should appear below on
the left, and the survey questions should appear below on the right. If you are using
a large screen and not seeing these below, please try expanding your browser
width. If the site is not working as described, please download the current
LCAP template at http://cdefoundation.org/lcap-survey/files/LCAP
%20Template.pdf and access the survey prompts at
https://www.surveymonkey.com/r/DFQ2798.
Need help? Please contact the CDE Local Agency Support System Office at
LCFF@cde.ca.gov or 916-319-0809
There are five brief survey sections that follow. You will be asked to share your
feedback separately on each of the sections of the LCAP template. None of the
following questions are mandatory – please feel free to provide input/suggestions
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for any or all of the sections for which you have input. At the end of the survey,
there will be an opportunity to make overarching comments related to the LCAP
process as a whole or on any other related issue not covered by the specific survey
questions.

1. Name
2. Organization
3. Email Address
Yes, I would like to receive updates at the email address provided on the
template redesign process and other Local Control Funding Formula/Local
Control and Accountability Plan updates.

4. Role in Education:
o
o
o
o
o
o
o
o
o
o
o
o
o
o

Administrator
Bargaining Unit
Other School Personnel
Parent
Principal
School Board Member or Trustee
Student
Teacher
Community-Based Civic/Non-profit Organization
Private Sector – Business
Private Sector – Philanthropy
Academic Institution
State Level Organization
Other: Please Indicate:

5. How would you classify Section 1 of the template?
o
o
o
o

Great as is
Needs minor revisions
Needs moderate revisions
Needs major revisions

6. What specific, actionable suggestions do you have for improvements to Section 1:
Stakeholder Engagement?
7. How would you classify Section 2 of the template?
o
o
o
o

Great as is
Needs minor revisions
Needs moderate revisions
Needs major revisions

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8. What specific, actionable suggestions do you have for improvements to Section 2: Goals,
Actions, Expenditures, and Progress Indicators?
9. How would you classify the Annual Update Section of the template?
o
o
o
o

Great as is
Needs minor revisions
Needs moderate revisions
Needs major revisions

10. What specific, actionable suggestions do you have for improvements to the Annual
Update Section?
11. How would you classify Section 3 of the template?
o
o
o
o

Great as is
Needs minor revisions
Needs moderate revisions
Needs major revisions

12. What specific, actionable suggestions do you have for improvements to Section 3: Use of
Supplemental and Concentration Grant Funds and Proportionality?
13. Please provide any additional overarching comments/suggestions for the next LCAP
template not covered by the questions above

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Introduction:
LEA: _________________________
LCAP Year:_________

Contact (Name, Title, Email, Phone Number):__________________________________

Local Control and Accountability Plan and Annual Update Template
The Local Control and Accountability Plan (LCAP) and Annual Update Template shall be used to provide details
regarding local educational agencies’ (LEAs) actions and expenditures to support pupil outcomes and overall
performance pursuant to Education Code sections 52060, 52066, 47605, 47605.5, and 47606.5. The LCAP and
Annual Update Template must be completed by all LEAs each year.
For school districts, pursuant to Education Code section 52060, the LCAP must describe, for the school district and
each school within the district, goals and specific actions to achieve those goals for all pupils and each subgroup of
pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities
and any locally identified priorities.
For county offices of education, pursuant to Education Code section 52066, the LCAP must describe, for each county
office of education-operated school and program, goals and specific actions to achieve those goals for all pupils and
each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, who are
funded through the county office of education Local Control Funding Formula as identified in Education Code section
2574 (pupils attending juvenile court schools, on probation or parole, or mandatorily expelled) for each of the state
priorities and any locally identified priorities. School districts and county offices of education may additionally
coordinate and describe in their LCAPs services provided to pupils funded by a school district but attending countyoperated schools and programs, including special education programs.
Charter schools, pursuant to Education Code sections 47605, 47605.5, and 47606.5, must describe goals and
specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section
52052, including pupils with disabilities, for each of the state priorities as applicable and any locally identified
priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified
to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the
statutory requirements explicitly applicable to charter schools in the Education Code.
The LCAP is intended to be a comprehensive planning tool. Accordingly, in developing goals, specific actions, and
expenditures, LEAs should carefully consider how to reflect the services and related expenses for their basic
instructional program in relationship to the state priorities. LEAs may reference and describe actions and
expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions, and

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expenditures related to the state and local priorities. LCAPs must be consistent with school plans submitted
pursuant to Education Code section 64001. The information contained in the LCAP, or annual update, may be
supplemented by information contained in other plans (including the LEA plan pursuant to Section 1112 of Subpart 1
of Part A of Title I of Public Law 107-110) that are incorporated or referenced as relevant in this document.
For each section of the template, LEAs shall comply with instructions and should use the guiding questions as
prompts (but not limits) for completing the information as required by statute. Guiding questions do not require
separate narrative responses. However, the narrative response and goals and actions should demonstrate each
guiding question was considered during the development of the plan. Data referenced in the LCAP must be
consistent with the school accountability report card where appropriate. LEAs may resize pages or attach additional
pages as necessary to facilitate completion of the LCAP.

State Priorities
The state priorities listed in Education Code sections 52060 and 52066 can be categorized as specified below for
planning purposes, however, school districts and county offices of education must address each of the state
priorities in their LCAP. Charter schools must address the priorities in Education Code section 52060(d) that apply to
the grade levels served, or the nature of the program operated, by the charter school.
A. Conditions of Learning:
Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully
credentialed in the subject areas and for the pupils they are teaching; pupils have access to standards-aligned
instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good repair
pursuant to Education Code section 17002(d). (Priority 1)
Implementation of State Standards: implementation of academic content and performance standards and
English language development standards adopted by the state board for all pupils, including English learners.
(Priority 2)
Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in
Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable. (Priority 7)
Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant
to Education Code section 48926. (Priority 9)

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Foster youth (for county offices of education only): coordination of services, including working with the county
child welfare agency to share information, responding to the needs of the juvenile court system, and ensuring
transfer of health and education records. (Priority 10)

B. Pupil Outcomes:
Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils
that are college and career ready, share of English learners that become English proficient, English learner
reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils
determined prepared for college by the Early Assessment Program. (Priority 4)
Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and
subdivisions (a) to (i), inclusive, of Education Code section 51220, as applicable. (Priority 8)
C. Engagement:
Parental involvement: efforts to seek parent input in decision making at the district and each schoolsite,
promotion of parent participation in programs for unduplicated pupils and special need subgroups. (Priority 3)
Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school
dropout rates, high school graduations rates. (Priority 5)
School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils,
parents and teachers on the sense of safety and school connectedness. (Priority 6)

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 52069 specify the minimum requirements for county offices of education, and Education Code

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section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985
specifies the requirements for translation of documents.
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.
Guiding Questions:
1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and
unduplicated pupils identified in Education Code section 42238.01; community members; local bargaining
units; LEA personnel; county child welfare agencies; county office of education foster youth services
programs, court-appointed special advocates, and other foster youth stakeholders; community organizations
representing English learners; and others as appropriate) been engaged and involved in developing,
reviewing, and supporting implementation of the LCAP?
2) How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the
development of the LCAP?
3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related
to the state priorities and used by the LEA to inform the LCAP goal setting process? How was the information
made available?
4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other
feedback received by the LEA through any of the LEA’s engagement processes?
5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to
Education Code sections 52062, 52068, and 47606.5, including engagement with representatives of parents
and guardians of pupils identified in Education Code section 42238.01?
6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)?
7) How has stakeholder involvement been continued and supported? How has the involvement of these
stakeholders supported improved outcomes for pupils, including unduplicated pupils, related to the state
priorities?

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Involvement Process

Impact on LCAP

Annual Update:

Annual Update:

Section 2: Goals, Actions, Expenditures, and Progress Indicators
Instructions:
All LEAs must complete the LCAP and Annual Update Template each year. The LCAP is a three-year plan for the
upcoming school year and the two years that follow. In this way, the program and goals contained in the LCAP align
with the term of a school district and county office of education budget and multiyear budget projections. The
Annual Update section of the template reviews progress made for each stated goal in the school year that is coming
to a close, assesses the effectiveness of actions and services provided, and describes the changes made in the LCAP
for the next three years that are based on this review and assessment.
Charter schools may adjust the table below 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.
For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code
sections 52066 and 52067, and for charter schools, Education Code section 47606.5 require(s) the LCAP to include a
description of the annual goals, for all pupils and each subgroup of pupils, to be achieved for each state priority as
defined in 5 CCR 15495(i) and any local priorities; a description of the specific actions an LEA will take to meet the
identified goals; a description of the expenditures required to implement the specific actions; and an annual update
to include a review of progress towards the goals and describe any changes to the goals.
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, schoolsite-level advisory groups, as

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applicable (e.g., schoolsite 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.
Using the following instructions and guiding questions, complete a goal table (see below) for each of
the LEA’s goals. Duplicate and expand the fields as necessary.
Goal: Describe the goal:
When completing the goal tables, include goals for all pupils and specific goals for schoolsites and specific
subgroups, including pupils with disabilities, both at the LEA level and, where applicable, at the schoolsite
level. The LEA may identify which schoolsites 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
schoolsite.
Related State and/or Local Priorities: Identify the state and/or local priorities addressed by the goal by placing a
check mark next to the applicable priority or priorities. The LCAP must include goals that address each of the state
priorities, as defined in 5 CCR 15495(i), and any additional local priorities; however, one goal may address multiple
priorities.
Identified Need: Describe the need(s) identified by the LEA that this goal addresses, including a description of the
supporting data used to identify the need(s).
Schools: Identify the schoolsites to which the goal applies. LEAs may indicate “all” for all schools, specify an
individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5).
Applicable Pupil Subgroups: Identify the pupil subgroups as defined in Education Code section 52052 to which
the goal applies, or indicate “all” for all pupils.
Expected Annual Measurable Outcomes: For each LCAP year, identify and describe specific expected
measurable outcomes for all pupils using, at minimum, the applicable required metrics for the related state
priorities. Where applicable, include descriptions of specific expected measurable outcomes for schoolsites and
specific subgroups, including pupils with disabilities, both at the LEA level and at the schoolsite level.

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The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although
the goal tables must address all required metrics for every state priority in each LCAP year. The required
metrics are the specified measures and objectives for each state priority as set forth in Education Code
sections 52060(d) and 52066(d). For the pupil engagement priority metrics, LEAs must calculate the rates
specified in Education Code sections 52060(d)(5)(B), (C), (D) and (E) as described in the Local Control
Accountability Plan and Annual Update Template Appendix, sections (a) through (d).
Actions/Services: For each LCAP year, identify all annual actions to be performed and services provided to meet
the described goal. Actions may describe a group of services that are implemented to achieve the identified goal.
Scope of Service: Describe the scope of each action/service by identifying the schoolsites covered. LEAs may
indicate “all” for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high
schools or grades K-5). If supplemental and concentration funds are used to support the action/service, the LEA
must identify if the scope of service is districtwide, schoolwide, countywide, or charterwide.
Pupils to be served within identified scope of service: For each action/service, identify the pupils to be served
within the identified scope of service. If the action to be performed or the service to be provided is for all pupils,
place a check mark next to “ALL.”
For each action and/or service to be provided above what is being provided for all pupils, place a check mark
next to the applicable unduplicated pupil subgroup(s) and/or other pupil subgroup(s) that will benefit from the
additional action, and/or will receive the additional service. Identify, as applicable, additional actions and
services for unduplicated pupil subgroup(s) as defined in Education Code section 42238.01, pupils
redesignated fluent English proficient, and/or pupils subgroup(s) as defined in Education Code section 52052.
Budgeted Expenditures: For each action/service, list and describe budgeted expenditures for each school year to
implement these actions, including where those expenditures can be found in the LEA’s budget. The LEA must
reference all fund sources for each proposed expenditure. Expenditures must be classified using the California
School Accounting Manual as required by Education Code sections 52061, 52067, and 47606.5.

Guiding Questions:

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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 parent and pupil “Engagement” (e.g., parent
involvement, pupil engagement, and school climate)?
4) What are the LEA’s goal(s) to address any locally-identified priorities?
5) How have the unique needs of individual schoolsites been evaluated to inform the development of meaningful
district and/or individual schoolsite 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.)?
6) What are the unique goals for unduplicated pupils as defined in Education Code sections 42238.01 and
subgroups as defined in section 52052 that are different from the LEA’s goals for all pupils?
7) What are the specific expected measurable outcomes associated with each of the goals annually and over the
term of the LCAP?
8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals
to address each state or local priority?
9) What information was considered/reviewed for individual schoolsites?
10)
What information was considered/reviewed for subgroups identified in Education Code section 52052?
11)
What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to
Education Code section 52052, to specific schoolsites, to English learners, to low-income pupils, and/or to
foster youth to achieve goals identified in the LCAP?
12)
How do these actions/services link to identified goals and expected measurable outcomes?
13)
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?

Related State and/or Local Priorities:
1__ 2__ 3__ 4__ 5__ 6__ 7__ 8__

GOAL:

COE only: 9__ 10__
Local : Specify _____________________

Identified Need :
Goal Applies to:

Schools:
Applicable Pupil Subgroups:
LCAP Year 1: xxxx-xx

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Expected Annual
Measurable
Outcomes:
Actions/Services

Scope of
Service

Pupils to be served within identified scope of service

Budgeted
Expenditures

__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________

__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________

LCAP Year 2: xxxx-xx
Expected Annual
Measurable
Outcomes:
Actions/Services

Scope of
Service

Pupils to be served within identified scope of service

Budgeted
Expenditures

__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________

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__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________

LCAP Year 3: xxxx-xx
Expected Annual
Measurable
Outcomes:
Actions/Services

Scope of
Service

Pupils to be served within identified scope of service

Budgeted
Expenditures

__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups: (Specify)________________________
__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups: (Specify)________________________
__ALL

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OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups: (Specify)________________________

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

Annual Update
Annual Update Instructions: For each goal in the prior year LCAP, review the progress toward the expected
annual outcome(s) based on, at a minimum, the required metrics pursuant to Education Code sections 52060 and
52066. The review must include an assessment of the effectiveness of the specific actions. Describe any changes to
the actions or goals the LEA will take as a result of the review and assessment. In addition, review the applicability of
each goal in the LCAP.
Guiding Questions:
1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result
in the desired outcomes?
2) 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?
3) How have the actions/services addressed the identified needs and goals of specific schoolsites and were these
actions/services effective in achieving the desired outcomes?
4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward
goals in the annual update?
5) What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were
the actions and services in making progress toward the goal? What changes to goals, actions, services, and
expenditures are being made in the LCAP as a result of the review of progress and assessment of the
effectiveness of the actions and services?
6) What differences are there between budgeted expenditures and estimated actual annual expenditures? What
were the reasons for any differences?

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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.
Related State and/or Local Priorities:
1__ 2__ 3__ 4__ 5__ 6__ 7__ 8__

Original GOAL
from prior
year LCAP:
Goal Applies to:

COE only: 9__ 10__
Local : Specify _____________________

Schools:
Applicable Pupil Subgroups:

Expected
Annual
Measurable
Outcomes:

Actual
Annual
Measurable
Outcomes:
LCAP Year: xxxx-xx
Planned Actions/Services

Actual Actions/Services
Estimated
Actual Annual
Expenditures

Budgeted
Expenditures

Scope of
service:

Scope of
service:

__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)______________

__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________

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Scope of
service:

Scope of
service:

__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)______________

__ALL
OR:
__Low Income pupils __English Learners
__Foster Youth __Redesignated fluent English proficient
__Other Subgroups:(Specify)________________________

What changes in actions, services,
and expenditures will be made as a
result of reviewing past progress
and/or changes to goals?
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.

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.)

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Total amount of Supplemental and Concentration grant funds
calculated:

$_____________________________

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.

%

LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX
For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, the
following shall apply:

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(a) “Chronic absenteeism rate” shall be calculated as follows:
(1) The number of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30) who
are chronically absent where “chronic absentee” means a pupil who is absent 10 percent or more of the schooldays in the
school year when the total number of days a pupil is absent is divided by the total number of days the pupil is enrolled and
school was actually taught in the total number of days the pupil is enrolled and school was actually taught in the regular
day schools of the district, exclusive of Saturdays and Sundays.
(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 –
June 30).
(3) Divide (1) by (2).
(b) “Middle School dropout rate” shall be calculated as set forth in California Code of Regulations, title 5, section 1039.1.
(c) “High school dropout rate” shall be calculated as follows:
(1) The number of cohort members who dropout by the end of year 4 in the cohort where “cohort” is defined as the number of
first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or
die during school years 1, 2, 3, and 4.
(2) The total number of cohort members.
(3) Divide (1) by (2).
(d) “High school graduation rate” shall be calculated as follows:
(1) The number of cohort members who earned a regular high school diploma [or earned an adult education high school
diploma or passed the California High School Proficiency Exam] by the end of year 4 in the cohort where “cohort” is
defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who
transfer out, emigrate, or die during school years 1, 2, 3, and 4.
(2) The total number of cohort members.
(3) Divide (1) by (2).

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(e) “Suspension rate” shall be calculated as follows:
(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the academic
year (July 1 – June 30).
(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 –
June 30).
(3) Divide (1) by (2).
(f) “Expulsion rate” shall be calculated as follows:
(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was expelled during the academic
year (July 1 – June 30).
(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 –
June 30).
(3) Divide (1) by (2).

01-13-15 [California Department of Education]

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