California Department of Education Executive Office SBE-003 (REV. 09/2011) exec-lasso-jul16item01 ITEM #03 CALIFORNIA STATE BOARD OF EDUCATION July 2016 AGENDA SUBJECT Action Update on the Proposed Revision of the Local Control and Accountability Plan Template, California Code of Regulations, Title 5, Section 15497.5. Information Public Hearing SUMMARY OF THE ISSUE(S) California Education Code (EC) Section 52064(e) provides the State Board of Education (SBE) with the opportunity to adopt a revised Local Control and Accountability Plan and Annual Update (LCAP) template using its regular meeting process in accordance with the Bagley-Keene Open Meeting Act. The SBE is required to present the LCAP template at a regular meeting, and take action to adopt the template at a subsequent meeting. Revisions to the template must be approved by January 31 before the fiscal year during which it is to be used by local educational agencies (LEAs). In response to the direction received from the SBE at its May 2016 meeting to revise the current version of the LCAP template (Attachment 1), the California Department of Education (CDE) initiated redesign activities in alignment with the guiding principles adopted by the SBE. CDE sought stakeholder input and feedback at the State and Federal Program Directors’ meeting and at the Policy Workgroup meeting on June 17, 2016. Working collaboratively with the California County Superintendents Educational Services Association (CCSESA), CDE also met with education coalition and advocacy groups on June 14 and June 15, 2016 to solicit feedback. Additional plans for stakeholder engagement activities are ongoing. The DRAFT LCAP Prototype provided as Attachment 2 reflects the collaborative efforts of CDE’s LCAP Support Team and CCSESA. It also incorporates suggested revisions from stakeholders, education coalition and advocacy groups, and builds on input received via CDE’s LCAP Redesign Survey and during SBE meetings. The current prototype seeks to respond to the design principles approved by the SBE at its May meeting: o Maximize transparency and ease of use for stakeholders  Revise the LCAP template such that the plans for school districts and county offices of education shall be developed, adopted by the local governing board, and be effective for a period of three years, inclusive, 7/11/2016 8:52 PM exec-lasso-jul16item01 Page 2 of 5 and updated annually, as required, consistent with EC sections 52060(b) and 52066(b), and EC sections 52061(a) and 52067(a).  Include instructions in the revised template for including a required summary of the LCAP and the Annual Update. o Simplify, to the extent possible, structure and language  Reorder the sections of the LCAP template to align with a typical LCAP planning cycle.      Introduction and Plan Summary Stakeholder Engagement Annual Review and Analysis Goals, Actions, and Services Demonstration of Improved Services for Unduplicated Pupils o Provide clear instructions and support  Reword and/or clarify instructions for completing each section of the LCAP and the Annual Update.  Relocate the instructions for completing the LCAP and the Annual Update to an addendum, and the guiding questions to an appendix. o Support efficient and effective local planning, reporting, and implementation processes  Allow a county superintendent of schools which has jurisdiction over a single school district, to complete a single LCAP and Annual Update encompassing the educational programs and services of both the county office of education and the school district. In addition to significant reformatting to improve the user experience with the LCAP template, the CDE has made several additional changes, which are outlined below. On the Goals, Actions, and Services page, the tables have been reformatted to specifically identify the metrics associated with a written goal. The “Expected Annual Measurable Outcomes” have been arranged in columns for ease of reading and to allow comparison of expected growth throughout the three years of the LCAP and Annual Updates. Sections 3A and 3B of the LCAP template currently in use were revised to allow LEAs to identify the estimated Supplemental and Concentration grant funds, the percentage by which an LEA must increase or improve services for unduplicated pupils, and explain how any LEA-wide or schoolwide services provided with Supplemental or Concentration grant funds are principally directed to a group or groups of unduplicated pupils in one section. 7/11/2016 8:52 PM exec-lasso-jul16item01 Page 3 of 5 RECOMMENDATION The California Department of Education (CDE) recommends that the State Board of Education (SBE) provide feedback regarding the proposed DRAFT revised LCAP prototype (Attachment 2), and the proposed DRAFT Revised Instructions for the LCAP (Attachment 3). The DRAFT LCAP and DRAFT Revised Instructions will be made available for further public comment and feedback in July and August 2016 after which they will be submitted to the SBE for adoption at its September 2016 meeting. In response to the direction received from the SBE to revise the LCAP and Annual Update Template, and in anticipation of the SBE’s approval in September, the CDE intends to continue revision work informed by the following assumptions:  The revised LCAP and Annual Update Template will include a Plan Summary section for completion by all LEAs; and  The revised LCAP and Annual Update Template will be effective for a period of three years inclusive, and be updated annually, as required [consistent with EC sections 52060(b) and 52066(b), and EC sections 52061(a) and 52067(a)]. Because these assumptions will influence further development work and the stakeholder engagement process, CDE seeks feedback from the SBE on these proposed design features. CDE staff recommend including a Plan Summary in the LCAP Template to facilitate making available to diverse constituencies a concise summary of the overarching goals and outcomes the LEA seeks to realize during the plan period and the corresponding programmatic and financial strategies being implemented to attain them. Making the LCAP and Annual Update effective for a period of three years, inclusive, will promote strategic educational planning that will allow all LEAs to articulate their educational vision and align their resources accordingly. The three-year inclusive plan will also reduce the redundancies of the current LCAP template and planning process making it more accessible to local communities. For the first year (2017/18) of the three year LCAP period [2017/18–2019/20], development will be informed by a review and analysis of the goals, actions and services included in the previous year LCAP. In partnership with local stakeholders, LEAs will develop specific goals and outcomes to be achieved within the three-year span of the LCAP. LEAs will, on an annual basis, identify gains to be achieved toward the measurable outcomes, and will identify the specific actions and services to be implemented to reach their goals. 7/11/2016 8:52 PM exec-lasso-jul16item01 Page 4 of 5 In the second (2018/19) and third years (2019/20), LEAs will analyze the progress made towards attaining their projected outcomes and the effectiveness of related actions and services. LEAs will use the Annual Review and Analysis section of the LCAP to report their progress and to reflect any necessary adjustments to the actions and services to be implemented. LEAs will continue to have the flexibility to revise their LCAPs during the course of the year, in accordance with existing law. LEAs would then prepare a new three-year plan for the 2020/21 year. A three-year fixed or inclusive plan promotes the idea that initiating, implementing, and realizing the benefits of educational programs is a multi-year effort, and encourages the development of goals, actions, and services strategically focused on long-term achievable outcomes. In addition, a fixed three-year plan increases the ability of LEAs to articulate to stakeholders how annual outcomes and actions will meet long term goals, and enables stakeholders to see progress made by LEAs over the duration of the plan, thus increasing transparency. Use of the online eTemplate by all LEAs will result in an improved ability to update, review, and develop LCAPs and to create potential linkages to the Local Control Funding Formula Evaluation Rubrics’ high-level display that is currently under development. BRIEF HISTORY OF KEY ISSUES On May 11, 2016, the SBE took action to direct CDE staff to proceed with the development of a revised template for the LCAP and the Annual Update, as described in EC Section 52064(e), using the overarching design principles identified in Item 3, available at http://www.cde.ca.gov/be/ag/ag/yr16/documents/may16item03.doc. An information memoranda was posted in April 2016 providing a summary of the results of a survey conducted by the CDE to inform the development of recommendations for design principles to guide a revision of the LCAP template (http://www.cde.ca.gov/be/pn/im/documents/memo-exec-lasso-apr16item01.doc). California EC Section 52064(e) provides the SBE with the opportunity to adopt a revised LCAP template using its regular meeting process in accordance with the Bagley-Keene Open Meeting Act, rather than through the rulemaking process for adoption of regulations. The SBE is required to present the LCAP template at a regular meeting, and take action to adopt the template at a subsequent meeting. Revisions to the template must be approved by January 31 before the fiscal year during which it is to be used by the LEAs. A proposed timeline for revising the LCAP template is identified in Attachment 4 of Item 23 of the March 2016 SBE meeting (http://www.cde.ca.gov/be/ag/ag/yr16/documents/mar16item23.doc, Attachment 4). SUMMARY OF PREVIOUS STATE BOARD OF EDUCATION DISCUSSION AND ACTION At its May 2016 board meeting, the SBE took the following actions: 7/11/2016 8:52 PM exec-lasso-jul16item01 Page 5 of 5  Directed the CDE to proceed with the development of a revised template for the LCAP and the Annual Update, as described in EC Section 52064(e), using the identified overarching design principles: o Maximize transparency and ease of use for stakeholders o Simplify, to the extent possible, structure and language o Provide clear instructions and support o Support efficient and effective local planning, reporting, and implementation processes  Directed the CDE to bring a revised LCAP and Annual Update template before the SBE at its July 2016 meeting for feedback and comment as part of the template revision process consistent with EC Section 52064(e). FISCAL ANALYSIS (AS APPROPRIATE) There is no fiscal impact to state operations. ATTACHMENT(S) Attachment 1: Current Local Control and Accountability Plan and Annual Update Template (16 pages) Attachment 2: DRAFT Revised Local Control and Accountability Plan and Annual Update Template (16 pages) Attachment 3: DRAFT Revised Local Control and Accountability Plan and Annual Update Instructions (20 pages) 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 1 Page 1 of 16 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 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 1 Page 2 of 16 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) 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 1 Page 3 of 16 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 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 1 Page 4 of 16 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? 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 1 Page 5 of 16 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 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 1 Page 6 of 16 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. 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 1 Page 7 of 16 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: 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 1 Page 8 of 16 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 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 1 Page 9 of 16 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)________________________ 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 1 Page 10 of 16 __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 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 1 Page 11 of 16 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? 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 1 Page 12 of 16 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)________________________ 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 1 Page 13 of 16 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.) 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 1 Page 14 of 16 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: 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 1 Page 15 of 16 (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). 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 1 Page 16 of 16 (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] 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 2 Page 1 of 16 Local Control Accountability Plan and Annual Update (LCAP) Template 201718 201819 201920 Introduction General instructions for completing the plan, including regulatory requirements, are posted in the Addendum. Links to instructions for specific sections can be found within the document. Guiding Questions: To be used as prompts (but not limits) for completing the information within the LCAP template as required by statute may be found in Appendix B: Guiding Questions. LEA: Contact: LCAP Year: Title: Email: ☐ 2017-18 ☐ 2018-19 ☐ 2019-20 Phone #: Plan Summary: Include demographic student data, introduction. Please paste any applicable charts or matrices in the box below. 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 2 Page 2 of 16 Annual Review and Analysis State and/or Local Priorities Addressed: ☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7 ☐8 COE only: ☐9 ☐10 Local: ______ Original Goal from Prior Year: Expected Annual Measurable Outcomes: Actual Annual Measurable Outcomes: LCAP Year XXXX-XX Planned Actions/Services Planned Scope of Service: ☐ LEA-Wide Budgeted Expenditures Actual Actions/Services ☐ Schoolwide Actual Scope of Service: ☐ All Or: ☐ English Learners ☐ Foster Youth ☐ Low Income ☐ Redesignated fluent English proficient ☐ Other __________ Estimated Actual Annual Expenditures ☐ LEA-Wide ☐ Schoolwide ☐ All Or: ☐ English Learners ☐ Foster Youth ☐ Low Income ☐ Redesignated fluent English proficient ☐ Other __________ Analysis: Using actual annual measurable outcome data: Provide an analysis of the effectiveness of the actions/services from the [insert year] LCAP in achieving this goal; Describe changes made to this goal's actions as a result of this assessment; Identify where those changes can be found in the [insert year] LCAP. 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 2 Page 3 of 16 Stakeholder Engagement LCAP Year Involvement Process for LCAP/Annual Review and Analysis ☐ 2017-18 ☐ 2018-19 ☐ 2019-20 How, when, and with whom did the LEA consult as part of the planning process for this LCAP/Annual Review and Analysis? Impact on LCAP/Annual Review and Analysis How did these consultations affect and/or modify the LCAP for the upcoming year? 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 2 Page 4 of 16 Goals, Actions, and Services State and/or Local Priorities Addressed: ☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7 ☐8 COE only: ☐9 ☐10 Local: ______ Goal # Expected Annual Measurable Outcomes Metrics/Indicators List of Metrics Action 1.1 Metrics 3C Baseline 2017-18 2018-19 2019-20 3C Planned Actions/Services Scope of Services ☐ Lea-wide ☐ Schoolwide ☐ Other, specific schools, gradespans 2017-18 ☐ New ☐ Modified from prior year ☐ Unchanged from prior year 2018-19 ☐ New ☐ Modified from prior year ☐ Unchanged from prior year 2019-20 ☐ New ☐ Modified from prior year ☐ Unchanged from prior year Pupils to be Served ☐ All pupils OR ☐ English Learners ☐ Foster Youth ☐ Low Income ☐ Other (specify): ____________________ __ Budgeted Expenditures 2017-18 $ Source(s): Category: 2018-19 $ Source(s): Category: 2019-20 $ Source(s): Category: Complete a copy of this table for each of the LEA’s goals. Duplicate and expand the fields as necessary. 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 2 Page 5 of 16 Demonstration of Increased or Improved Services for Unduplicated Pupils Estimated Supplemental and Concentration Grant Funds: $ Unduplicated Pupil Percentage: (school districts only): Percentage to Increase or Improve Services % For districts with an unduplicated pupil percentage of 55% or more, county offices of education and charter schools: For districts with an unduplicated pupil percentage less than 55%: For schoolwide services at Schools with an unduplicated pupil percentage of 40% or more: For schoolwide services at Schools with an unduplicated pupil percentage less than 40%: 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 2 Page 6 of 16 DRAFT Revised Local Control and Accountability Plan and Annual Update Template Instructions Addendum (Return to Top) 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. The LCAP is a threeyear plan which is reviewed and updated in the second and third years of the plan. However, charter schools may complete the LCAP to align with the term of the charter school’s budget that is submitted to the school’s authorizer .The LCAP and Annual Update Template must be completed by all LEAs each year. For school districts, 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 by the Local Control Funding Formula (LCFF) (ethnic, socioeconomically disadvantaged, English learners, pupils with disabilities and homeless youth), for each of the state priorities and any locally identified priorities. For county offices of education, for each county office of education-operated school and program, goals and specific actions to achieve those goals for all pupils and each LCFF subgroup of pupils, who are funded through the county office of education LCFF (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 county-operated schools and programs, including special education programs. If a county superintendent of schools has jurisdiction over a single school district, the county board of education and the governing board of the school district may adopt and file for review and approval a single LCAP consistent with the requirements in Education Code sections 52060, 52062, 52066, 52068, and 52070. The LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted or actual expenditures are aligned. Charter schools must describe goals and specific actions to achieve those goals for all pupils and each LCFF subgroup of pupils including pupils with disabilities and homeless youth, 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 expenditures related to the state and local priorities. The information contained in the LCAP, or annual update, may be supplemented by information contained in other plans that are incorporated or referenced as relevant in this document. 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 2 Page 7 of 16 Introduction (Return to Introduction) Enter LEA name, and requested contact information. Indicate the appropriate LCAP year. Summary of the Plan Briefly summarize the LCAP in such a way that readers can rapidly become acquainted with the key elements of the plan. The use of graphs and subsections are encouraged to promote ease of readability for stakeholders. Subsections may include charts illustrating your goals, planned outcomes, actual outcomes, related planned and actual expenditures, your mission statement and what you consider to be the LCAP’s keys to success. Annual Review and Analysis (Return to Annual Review) For each goal in the prior year of the LCAP, review the actual measurable outcomes as compared to the expected annual measurable outcomes identified in the original goal. Planned Actions/Services Identify the planned Actions/Services to meet the described goal and the budgeted expenditures for each school year to implement these actions. Actual Actions/Services Identify the actual Actions/Services implemented to meet the described goal and the estimated actual annual expenditures to implement the Actions/Services. Scope of Service Identify the planned scope of service and the actual scope or service to include identifying LEA-wide or schoolwide services as well as the pupils, or subgroups of pupils served. Analysis Analyze whether the planned actions/services were effective in achieving the goal. Describe any changes to the actions/services and expenditures the LEA will make to meet the goals as a result of the review and analysis. In addition, review the continued applicability of each goal in the LCAP. 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 2 Page 8 of 16 Stakeholder Engagement (Return to Stakeholder Engagement) Meaningful engagement of parents, pupils, and other stakeholders, including those representing the LCFF subgroups is critical to the LCAP and budget process. Education Code identifies the minimum consultation requirements for school districts county offices of education, and charter schools. In addition, Education Code section 48985 specifies the requirements for the translation of notices, reports, statements, or records sent to a parent or guardian. The LCAP should be shared with, and input requested from, schoolsite-level advisory groups, as 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 specific goals. Instructions: Indicate the LCAP year described in the stakeholder engagement process. Describe the process used to consult with the Parent Advisory Committee, the English Learner Parent Advisory Committee, parents, pupils, school personnel, the LEA’s local bargaining units, and the community to inform the development of the LCAP and the annual review and analysis. Describe how this consultation and the consultation process contributed to, or impacted the development of the LCAP and annual update, including the goals, actions, services, and expenditures. Goals, Actions, and Services (Return to Goals, Actions, and Services) The LCAP is a three-year plan which is reviewed and updated in the second and third years of the plan. However, charter schools may complete the table to align with the term of the charter school’s budget that is submitted to the school’s authorizer. LEAs shall include a description of the annual goals, for all pupils and each LCFF subgroup of pupils, to be achieved for each state priority as applicable to type of LEA. An LEA may also include additional local priorities. This section shall also include a description of the specific planned actions an LEA will take to meet the identified goals, and a description of the expenditures required to implement the specific actions. Goal Describe the goal including any need(s) identified by the LEA that the goal addresses. A goal is a broad statement (not usually in measurable terms) that describes the desired impact, and ultimate outcome towards which all objectives are directed. Goals should align with and support the LEA’s mission/purpose. A Goal answers the question: What changes in behavior or condition are we seeking to improve outcomes for pupils, including pupils in the LCFF subgroups? 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, and any additional local priorities; however, one goal may address multiple priorities. Expected Annual Measurable Outcomes 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 2 Page 9 of 16 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 and homeless youth, both at the LEA level and at the schoolsite level. 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. For the pupil engagement priority metrics, LEAs must calculate the rates as described in the Local Control Accountability Plan and Annual Update Template Appendix, sections (a) through (d). Pupils to be Served 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) - (English learners, foster youth, low income) pupils redesignated fluent English proficient, and/or other pupils subgroup(s) including pupils with disabilities and homeless youth. Planned Actions/Services For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Identify the associated metric(s) specified in the Expected Annual Measurable Outcomes the action/service are expected to impact. 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 grant funds are used to support the action/service, the LEA must identify if the scope of service is districtwide, schoolwide, countywide, or charterwide. 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. Demonstration of Increased or Improved Services for Unduplicated Students (Return to Demonstration of Increased or Improved Services for Unduplicated Students) 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 2 Page 10 of 16 Unduplicated Pupil Percentage District: Percentage of unduplicated pupil enrollment of the district’s total enrollment in the fiscal year for which an LCAP is adopted, or in the prior year. School: Percentage of unduplicated pupil enrollment of the school’s total enrollment in the fiscal year for which an LCAP is adopted or in the prior year. Percentage to Increase or Improve Services 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. Districts with an unduplicated pupil percentage of 55% or more, county offices of education and charter schools: Describe how the LEA is expending the Supplemental and Concentration Grant Funds this LCAP year. For those services funded with supplemental and/or concentration grant funds and identified as being provided on an LEA-wide basis, describe how these services are principally directed towards and are effective in meeting the district’s goals for its unduplicated pupils in the state and any local priority areas. Districts with an unduplicated pupil percentage less than 55%: Describe how the LEA is expending the Supplemental and Concentration Grant Funds this LCAP year. For those services funded with supplemental and/or concentration grant funds and identified as being provided on an districtwide basis, describe how these services are principally directed towards and are effective in meeting the district’s goals for its unduplicated pupils in the state and any local priority areas and how these services are most effective use of these funds in meeting the described goals. Include the basis for this determination, including, but not limited to, any alternatives considered and any supporting research, experience, or educational theory. Schoolwide services at Schools with an unduplicated pupil percentage of 40% or more: Describe how the LEA is expending the Supplemental and Concentration Grant Funds this LCAP year. For those services funded with supplemental and/or concentration grant funds and identified as being provided on an schoolwide basis, describe how these services are principally directed towards and are effective in meeting the district’s goals for its unduplicated pupils in the state and any local priority areas. Schoolwide services at Schools with an unduplicated pupil percentage less than 40%: Describe how the LEA is expending the Supplemental and Concentration Grant Funds this LCAP year. For those services funded with supplemental and/or concentration grant funds and identified as being provided on an schoolwide basis, describe how these services are principally directed towards and are effective in meeting the district’s goals for its unduplicated pupils in the state and any local 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 2 Page 11 of 16 priority areas and how these services are most effective use of these funds in meeting the described goals. Include the basis for this determination, including, but not limited to, any alternatives considered and any supporting research, experience, or educational theory. 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 2 Page 12 of 16 State Priorities (Return to Goals, Actions, and Services) Priority 1: Basic (Conditions of Learning) addresses the degree to which: A. teachers in the LEA are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; B. pupils in the school district have sufficient access to the standards-aligned instructional materials; and C. school facilities are maintained in good repair. Priority 2: State Standards (Conditions of Learning) addresses: A. the implementation of state board adopted academic content and performance standards for all students; and B. how the programs and services will enable English learners to access the CCSS and the ELD standards for purposes of gaining academic content knowledge and English language proficiency. Priority 3: Parental Involvement (Engagement) addresses: A. the efforts the school district makes to seek parent input in making decisions for the school district and each individual schoolsite; B. how the school district will promote parental participation in programs for unduplicated pupils; and C. how the school district will promote parental participation in programs for individuals with exceptional needs. Priority 4: Pupil Achievement (Pupil Outcomes) as measured by all of the following, as applicable: A. statewide assessments; B. the Academic Performance Index; C. the percentage of pupils who have successfully completed courses that satisfy UC or CSU entrance requirements, or programs of study that align with state board approved career technical educational standards and framework; D. the percentage of English learner pupils who make progress toward English proficiency as measured by the CELDT; E. the English learner reclassification rate; F. the percentage of pupils who have passed an advanced placement examination with a score of 3 or higher; and G. the percentage of pupils who participate in, and demonstrate college preparedness pursuant to, the Early Assessment Program, or any subsequent assessment of college preparedness. Priority 5: Pupil Engagement (Engagement) as measured by all of the following, as applicable: A. school attendance rates; B. chronic absenteeism rates; C. middle school dropout rates; D. high school dropout rates; and E. high school graduation rates; Priority 6: School climate (Engagement) as measured by all of the following, as applicable: A. pupil suspension rates; B. pupil expulsion rates; and C. other local measures, including surveys of pupils, parents, and teachers on the sense of safety and school connectedness. Priority 7: Course Access (Conditions of Learning) addresses the extent to which pupils have access to and are enrolled in: A. a broad course of study including courses described under Sections 51210 and 51220(a)-(i), as applicable; B. programs and services developed and provided to unduplicated pupils; and C. programs and services developed and provided to individuals with exceptional needs. Priority 8: Pupil Outcomes (Pupil Outcomes) addresses pupil outcomes, if available, for courses described under Sections 51210 and 51220(a)(i), as applicable. 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 2 Page 13 of 16 Priority 9: Coordination of Instruction of Expelled Pupils (COE Only) (Pupil Outcomes) addresses how the county superintendent of schools will coordinate instruction of expelled pupils Priority 10. Coordination of Services for Foster Youth (COE Only) (Conditions of Learning) addresses how the county superintendent of schools will coordinate services for foster children, including: A. working with the county child welfare agency to minimize changes in school placement B. providing education-related information to the county child welfare agency to assist in the delivery of services to foster children, including educational status and progress information that is required to be included in court reports; C. responding to requests from the juvenile court for information and working with the juvenile court to ensure the delivery and coordination of necessary educational services; and D. establishing a mechanism for the efficient expeditious transfer of health and education records and the health and education passport. Local Priorities address: A. local priority goals; and B. methods for measuring progress toward local goals. 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 2 Page 14 of 16 APPENDIX A: PRIORITIES 5 AND 6 RATE CALCULATION INSTRUCTIONS For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, the following shall apply: (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. 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 2 Page 15 of 16 (3) Divide (1) by (2). (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). NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.6, 47606.5, 48926, 52052, 52060, 52061, 52062, 52063, 52064, 52066, 52067, 52068, 52069, 52070, 52070.5, and 64001, Education Code; 20 U.S.C. Sections 6312 and 6314. 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 2 Page 16 of 16 APPENDIX B: GUIDING QUESTIONS Guiding Questions: Annual Review and Analysis 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? Guiding Questions: Stakeholder Engagement 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? 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 2 Page 17 of 16 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? Guiding Questions: Goals, Actions, and Services 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? 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 3 Page 1 of 20 DRAFT Revised Local Control and Accountability Plan and Annual Update Template Instructions Changes to the original text are illustrated in the following manner: text proposed to be added is highlighted green, is prefaced with , is underlined, and is concluded with ; text proposed to be deleted is highlighted red, is prefaced with , is displayed in strikeout, and is concluded with . The introduction to the addendum is formatted in italics; it has been prefaced with and concluded with . § 15497.5. Local Control and Accountability Plan and Annual Update Template. Introduction: LEA: _________________________ Number):__________________________________ Contact (Name, Title, Email, Phone LCAP Year:_________ Local Control and Accountability Plan and Annual Update Template Addendum 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 by the Local Control Funding Formula (LCFF) (ethnic, socioeconomically disadvantaged, English learners, identified in Education Code section 52052, including pupils with disabilities and homeless youth , 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 LCFF, 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 LCFF 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 county-operated schools and programs, including special education programs. If a county superintendent of schools has jurisdiction over a single school district, the county board of education and the governing board of the school district may adopt and file for review and approval a single LCAP consistent with the requirements in Education Code sections 52060, 52062, 52066, 52068, and 52070. The LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted or actual expenditures are aligned. 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 LCFF subgroup of pupils, identified in Education Code section 52052, including pupils with disabilities and homeless youth, 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 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. 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 3 Page 3 of 20 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) 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: 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 3 Page 4 of 20 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) . Introduction (Return to Introduction) Enter LEA name, and requested contact information. Indicate the appropriate LCAP year. Summary of the Plan Briefly summarize the LCAP in such a way that readers can rapidly become acquainted with the key elements of the plan. The use of graphs and subsections are encouraged to promote ease of readability for stakeholders. Subsections may include charts illustrating your goals, planned outcomes, actual outcomes, related planned and actual expenditures, your mission statement and what you consider to be the LCAP’s keys to success. Annual Update . Annual Review and Analysis Update Instructions: For each goal in the prior year of the LCAP, review the actual measurable outcomes as compared to progress toward . the expected annual measurable outcomes identified in the original goal. 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. . Planned Actions/Services Identify the planned Actions/Services to meet the described goal and the budgeted expenditures for each school year to implement these actions. Actual Actions/Services 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 3 Page 5 of 20 Identify the actual Actions/Services implemented to meet the described goal and the estimated actual annual expenditures to implement the Actions/Services. Scope of Service Identify the planned scope of service and the actual scope or service to include identifying LEA-wide or schoolwide services as well as the pupils, or subgroups of pupils served. Analysis Analyze whether the planned actions/services were effective in achieving the goal. Describe any changes to the actions/services and expenditures or goals . the LEA will take make to meet the goals as a result of the review and analysis assessment . In addition, review the continued applicability of each the 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? . 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 3 Page 6 of 20 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 1: Stakeholder Engagement (Return to Stakeholder Engagement) Meaningful engagement of parents, pupils, and other stakeholders, including those representing the LCFF subgroups identified in Education Code section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify identifies the minimum consultation requirements for school districts, ; Education Code sections 52066(g), 52068 and 52069 specify the minimum requirements for county offices of education, and Education Code section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the requirements for the translation of documents notices, reports, statements, or records sent to a parent or guardian. The LCAP should be shared with, and input requested from, schoolsite-level advisory groups, as 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 specific goals. Instructions: Indicate the LCAP year described in the stakeholder engagement process. Describe the process used to consult with the Parent Advisory Committee, the English Learner Parent Advisory Committee, parents, pupils, school personnel, local bargaining units as applicable, and the community and how this consultation contributed to inform the development of the LCAP or and the 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 analysis. Describe how this consultation and describe its impact on, the consultation process contributed to, or impacted the development of the 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 3 Page 7 of 20 LCAP and annual update to LCAP including the 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? Section 2: Goals, Actions, Expenditures, and Progress Indicators Goals, Actions, and Services (Return to Goals, Actions, and Services) Instructions: 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 3 Page 8 of 20 All LEAs must complete the LCAP and Annual Update Template each year. The LCAP is a three-year plan which is reviewed and updated in the second and third years of the 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 However, charter schools may adjust complete 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 LEAs shall 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 LCFF subgroup of pupils, to be achieved for each state priority as applicable to type of LEA. An LEA may also include additional as defined in 5 CCR 15495(i) and any local priorities . ; This section shall also include a description of the specific planned actions an LEA will take to meet the identified goals, and 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 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. 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 3 Page 9 of 20 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 including any need(s) identified by the LEA that the goal addresses. 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. A goal is a broad statement (not usually in measurable terms) that describes the desired impact, and ultimate outcome towards which all objectives are directed. Goals should align with and support the LEA’s mission/purpose. A Goal answers the question: What changes in behavior or condition are we seeking to improve outcomes for pupils, including pupils in the LCFF subgroups? 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). 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 3 Page 10 of 20 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 and homeless youth, both at the LEA level and at the schoolsite level. 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: Served 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.” 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 3 Page 11 of 20 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, - (English learners, foster youth, low income), pupils redesignated fluent English proficient, and/or other pupils pupil subgroup(s) as defined in Education Code section 52052 including pupils with disabilities and homeless youth. Planned Actions/Services Actions/Services: For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Identify the associated metric(s) specified in the Expected Annual Measurable Outcomes the action/service are expected to impact. 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. 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: 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 3 Page 12 of 20 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? 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: 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 3 Page 13 of 20 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? 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. 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. 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 3 Page 14 of 20 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.) Demonstration of Increased or Improved Services for Unduplicated Students (Return to Demonstration of Increased or Improved Services for Unduplicated Students) Unduplicated Pupil Percentage District: Percentage of unduplicated pupil enrollment of the district’s total enrollment in the fiscal year for which an LCAP is adopted, or in the prior year. School: Percentage of unduplicated pupil enrollment of the school’s total enrollment in the fiscal year for which an LCAP is adopted or in the prior year. Percentage to Increase or Improve Services B. In the box below, identify 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. Districts with an unduplicated pupil percentage of 55% or more, county offices of education and charter schools: 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 3 Page 15 of 20 Describe how the LEA is expending the Supplemental and Concentration Grant Funds this LCAP year. For those services funded with supplemental and/or concentration grant funds and identified as being provided on an LEA-wide basis, describe how these services are principally directed towards and are effective in meeting the district’s goals for its unduplicated pupils in the state and any local priority areas. Districts with an unduplicated pupil percentage less than 55%: Describe how the LEA is expending the Supplemental and Concentration Grant Funds this LCAP year. For those services funded with supplemental and/or concentration grant funds and identified as being provided on an districtwide basis, describe how these services are principally directed towards and are effective in meeting the district’s goals for its unduplicated pupils in the state and any local priority areas and how these services are most effective use of these funds in meeting the described goals. Include the basis for this determination, including, but not limited to, any alternatives considered and any supporting research, experience, or educational theory. Schoolwide services at Schools with an unduplicated pupil percentage of 40% or more: Describe how the LEA is expending the Supplemental and Concentration Grant Funds this LCAP year. For those services funded with supplemental and/or concentration grant funds and identified as being provided on an schoolwide basis, describe how these services are principally directed towards and are effective in meeting the district’s goals for its unduplicated pupils in the state and any local priority areas. Schoolwide services at Schools with an unduplicated pupil percentage less than 40%: Describe how the LEA is expending the Supplemental and Concentration Grant Funds this LCAP year. For those services funded with supplemental and/or concentration grant funds and identified as being provided on an schoolwide basis, describe how these services are principally directed towards and are effective in meeting the district’s goals for its unduplicated pupils in the state and any local priority areas and how these services are most effective use of these funds in meeting the described goals. Include the basis for this determination, including, but not limited to, any alternatives considered and any supporting research, experience, or educational theory. State Priorities Priority 1: Basic (Conditions of Learning) addresses the degree to which: D. teachers in the LEA are appropriately assigned and fully credentialed in the subject area and for the pupils 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 3 Page 16 of 20 they are teaching; E. pupils in the school district have sufficient access to the standards-aligned instructional materials; and F. school facilities are maintained in good repair. Priority 2: State Standards (Conditions of Learning) addresses: A. the implementation of state board adopted academic content and performance standards for all students; and B. how the programs and services will enable English learners to access the CCSS and the ELD standards for purposes of gaining academic content knowledge and English language proficiency. Priority 3: Parental Involvement (Engagement) addresses: A. the efforts the school district makes to seek parent input in making decisions for the school district and each individual schoolsite; B. how the school district will promote parental participation in programs for unduplicated pupils; and C. how the school district will promote parental participation in programs for individuals with exceptional needs. Priority 4: Pupil Achievement (Pupil Outcomes) as measured by all of the following, as applicable: A. statewide assessments; B. the Academic Performance Index; C. the percentage of pupils who have successfully completed courses that satisfy UC or CSU entrance requirements, or programs of study that align with state board approved career technical educational standards and framework; D. the percentage of English learner pupils who make progress toward English proficiency as measured by the CELDT; E. the English learner reclassification rate; F. the percentage of pupils who have passed an advanced placement examination with a score of 3 or higher; and G. the percentage of pupils who participate in, and demonstrate college preparedness pursuant to, the Early Assessment Program, or any subsequent assessment of college preparedness. Priority 5: Pupil Engagement (Engagement) as measured by all of the following, as applicable: A. school attendance rates; B. chronic absenteeism rates; C. middle school dropout rates; D. high school dropout rates; and E. high school graduation rates; Priority 6: School climate (Engagement) as measured by all of the following, as applicable : D. pupil suspension rates; E. pupil expulsion rates; and F. other local measures, including surveys of pupils, parents, and teachers on the sense of safety and school connectedness. 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 3 Page 17 of 20 Priority 7: Course Access (Conditions of Learning) addresses the extent to which pupils have access to and are enrolled in: A. a broad course of study including courses described under Sections 51210 and 51220(a)-(i), as applicable; B. programs and services developed and provided to unduplicated pupils; and C. programs and services developed and provided to individuals with exceptional needs. Priority 8: Pupil Outcomes (Pupil Outcomes ) addresses pupil outcomes, if available, for courses described under Sections 51210 and 51220(a)-(i), as applicable. Priority 9: Coordination of Instruction of Expelled Pupils (COE Only) (Pupil Outcomes) addresses how the county superintendent of schools will coordinate instruction of expelled pupils Priority 10. Coordination of Services for Foster Youth (COE Only) (Conditions of Learning) addresses how the county superintendent of schools will coordinate services for foster children, including: A. working with the county child welfare agency to minimize changes in school placement B. providing education-related information to the county child welfare agency to assist in the delivery of services to foster children, including educational status and progress information that is required to be included in court reports; C. responding to requests from the juvenile court for information and working with the juvenile court to ensure the delivery and coordination of necessary educational services; and D. establishing a mechanism for the efficient expeditious transfer of health and education records and the health and education passport . Local Priorities address: A. local priority goals; and B. methods for measuring progress toward local goals. 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 3 Page 18 of 20 LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX Appendix A: Priorities 5 and 6 Rate Calculation Instructions For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, the following shall apply: (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: 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 3 Page 19 of 20 (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). (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). NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.6, 47606.5, 48926, 52052, 52060, 52061, 52062, 52063, 52064, 52066, 52067, 52068, 52069, 52070, 52070.5, and 64001, Education Code; 20 U.S.C. Sections 6312 and 6314. 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 3 Page 20 of 20 Appendix B: Guiding Questions Guiding Questions: Annual Review and Analysis 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? Guiding Questions: Stakeholder Engagement 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? 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 3 Page 21 of 20 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? Guiding Questions: Goals, Actions, and Services 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? 7/11/2016 8:52 PM exec-lasso-jul16item01 Attachment 3 Page 22 of 20 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? 7/11/2016 8:52 PM