California Department of Education Executive Office SBE-003 (REV. 09/2011) exec-lasso-nov16item01 ITEM #4 CALIFORNIA STATE BOARD OF EDUCATION November 2016 AGENDA SUBJECT The Local Control and Accountability Plan Template, California Code of Regulations, Title 5, Section 15497.5 – Adoption of the proposed Revised Local Control and Accountability Plan Template, pursuant to Education Code Section 52064(e) Action 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 BagleyKeene Open Meeting Act. The SBE is required to present the LCAP template at a regular meeting (July 2016 SBE Meeting), and take action to adopt the template at a subsequent meeting (November 2016 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). As part of the adoption of a revised LCAP template process, SBE staff and CDE staff will work in conjunction with the Office of Administrative Law and complete the requisite procedures to repeal California Code of Regulations, Title 5 Section 15497.5 Local Control and Accountability Plan and Annual Update Template. In response to the direction received from the SBE at its May 2016 meeting to revise the current version of the LCAP template (http://www.cde.ca.gov/fg/aa/lc/documents/approvedlcaptemplate.doc), the California Department of Education (CDE) initiated redesign activities in alignment with the guiding principles adopted by the SBE. At its July 2016 board meeting, the CDE presented the SBE with a draft Revised LCAP and Annual Update Template (Item 3, Attachment 2: http://www.cde.ca.gov/be/ag/ag/yr16/documents/jul16item03.doc) developed in partnership with educational stakeholders. The SBE, in response, directed the CDE to continue with the development of a revised template informed by the assumptions that it should include a Plan Summary section for completion by all LEAs, and that it will be effective for a period of three years inclusive, and be updated annually, as required. In September 2016, an information memorandum was provided to update the SBE on ongoing stakeholder engagement and revisions made to the draft Revised LCAP and Annual Update Template in response to stakeholder feedback (http://www.cde.ca.gov/be/pn/im/documents/memo-exec-lasso-sep16item01.doc). Following the release of the memorandum, WestEd, on behalf of the SBE, and in partnership with the exec-lasso-nov16item01 Page 2 of 6 CDE, gathered additional feedback from various stakeholder groups on the version of the draft Revised LCAP and Annual Update Template provided in the memorandum. A summary of stakeholder feedback is available at https://lcff.wested.org/wp-content/uploads/2016/10/LCAPTemplate-Redesign_Feedback-Summary-Final.pdf. At its meeting on October 13, 2016, the California Practitioners Advisory Group (CPAG) was provided with an update on the draft Revised LCAP and Annual Update Template by the CDE. CPAG members expressed the need to continue building the capacity of LEAs in evaluating how actions/services articulated in the LCAP support positive change, and for effective messaging to local stakeholders surrounding the revisions to the template. They suggested that exemplars of LCAPs completed using the revised template be provided to the field while voicing appreciation for the process of continuous improvement modeled in the efforts of CDE, SBE staff, and WestEd in soliciting and incorporating stakeholder feedback into the draft Revised LCAP and Annual Update Template. The proposed Revised LCAP and Annual Update Template, provided as Attachment 1, reflects the collaborative efforts of SBE staff, CDE’s LCAP Support Team, CCSESA, and WestEd. It incorporates suggested revisions from numerous stakeholders, education coalition and advocacy groups, and builds on input received via CDE’s LCAP Redesign Survey and during SBE meetings. Revisions to the LCAP template include both changes to the content and the format of the plan. The new design promotes ease of reading with more “white space”, and the addition of color, helping to improve the user experience. Revisions to the LCAP Template content respond to stakeholder feedback and seek to adhere 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, and updated annually, as required, consistent with EC sections 52060(b) and 52066(b), and EC sections 52061(a) and 52067(a).  Provide 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 Revised LCAP and Annual Update Template to align with a typical LCAP planning cycle.      Plan Summary Annual Update Stakeholder Engagement Goals, Actions, and Services Demonstration of Increased or Improved Services for Unduplicated Students exec-lasso-nov16item01 Page 3 of 6 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 include the State priorities as an addendum. The calculation instructions for metrics in Priorities 5 and 6 and the Guiding Questions are provided as appendices. 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. Within the Annual Update, prompts for the Analysis section have been expanded to include:  A description of the overall implementation of the actions/services to achieve the articulated goal;  The opportunity to identify material differences between Budgeted Expenditures and Estimated Actual Expenditures; and  Identification of any changes that have been made to the students or student groups served and/or the planned location of the actions/services provided. Within the Goals, Actions, and Services section:  The Expected Annual Measurable Outcomes table has been reformatted to specifically identify the metrics associated with a goal, to identify the baselines from which expected outcomes will be set, and arranged in columns for ease of reading and comparison of the expected growth throughout the three years of the LCAP.  Checkboxes have been added to identify Goals and/or Planned Actions/Services as New, Modified, or Unchanged from the previous LCAP year. This will facilitate transparency and accessibility for stakeholders by clearly identifying changes made to Goals and/or planned Actions Actions/Services, particularly, during the second and third years of the three–year LCAP.  For actions/services that are not identified by the LEA as contributing to meeting the requirement to increase or improve services for unduplicated students, LEAs will indicate which student group(s) will benefit from the actions/services and the locations and/or grade spans of the actions/services. “Students with Disabilities” has been added to align with the federal State Systemic Improvement Plan. exec-lasso-nov16item01 Page 4 of 6  For any action/service identified by the LEA as contributing to meeting the requirement to increase or improve services for unduplicated students, the LEA will identify the unduplicated student group(s) being served, will identify the scope of service by indicating “LEA-wide”, “Schoolwide”, or “Limited to Unduplicated Student Group(s)”, and will identify the locations and/or grade spans of the action/service. The Demonstration of Increased or Improved Services for Unduplicated Students section has been revised to allow LEAs to describe how services provided for unduplicated students are increased or improved by the percentage required. If the overall increased or improved services include any actions/services being funded and provided on a schoolwide or districtwide basis, the LEA will identify each action/service and include the required descriptions supporting each action/service. Further, in response to feedback provided by members of the State Board at its July meeting, the LCAP template ties directly to the Evaluation Rubrics adopted by the SBE at its September meeting. Instructions for completing the Annual Update and Goals sections reference an analysis of the data in the Evaluation Rubrics, while prompts provided in the Plan Summary section direct LEAs to review student performance ratings for state and/or local indicators in the Evaluation Rubrics and, based on that review, provide an explanation of how the LEA will either build on successes or address areas of greatest need. RECOMMENDATION The CDE recommends that the SBE adopt the proposed Revised LCAP and Annual Update Template (Attachment 1) and to allow the CDE, in collaboration with SBE staff, to make any necessary typographical or formatting corrections as the document is prepared for posting on the CDE Website. BRIEF HISTORY OF KEY ISSUES In September, an information memorandum was provided to apprise the SBE of ongoing stakeholder engagement and revisions made to the draft Revised LCAP and Annual Update Template in response to stakeholder feedback (http://www.cde.ca.gov/be/pn/im/documents/memo-exec-lasso-sep16item01.doc). At its July 2016 meeting, the SBE, in response to the draft Revised LCAP and Annual Update Template, directed the CDE to continue with the development of a revised template informed by the assumptions that it should include a Plan Summary section for completion by all LEAs, and that it will be effective for a period of three years inclusive, and be updated annually, as required (Item 3: http://www.cde.ca.gov/be/ag/ag/yr16/documents/jul16item03.doc). 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. exec-lasso-nov16item01 Page 5 of 6 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:  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; and 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). At its July 2016 board meeting, the SBE took the following actions:  Directed the CDE to continue with the development of a revised template for the LCAP and the Annual Update, as described in EC Section 52064(e), based on the following identified assumptions: o The revised LCAP and Annual Update Template will include a Plan Summary section for completion by all LEAs; and o 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)]. exec-lasso-nov16item01 Page 6 of 6  Directed the CDE to bring a revised LCAP and Annual Update template before the SBE for adoption consistent with EC Section 52064(e). FISCAL ANALYSIS (AS APPROPRIATE) There is no fiscal impact to state operations. ATTACHMENT(S) Attachment 1: Proposed Revised Local Control and Accountability Plan and Annual Update Template (23 pages) exec-lasso-nov16item01 Attachment 1 Page 1 of 23 LCAP Year Local Control Accountability Plan and Annual Update (LCAP) Template 2018–19 2019–20 Addendum: General instructions & regulatory requirements. Appendix A: Priorities 5 and 6 Rate Calculations Appendix B: Guiding Questions: Use as prompts (not limits) LCFF Evaluation Rubrics [Note: this text will be hyperlinked to the LCFF Evaluation Rubric web page when it becomes available.]: Essential data to support completion of this LCAP. Please analyze the LEA’s full data set; specific links to the rubrics are also provided within the template. LEA Name Contact Name and Title Email and Phone 2017-20 Plan Summary THE STORY Briefly describe the students and community and how the LEA serves them. LCAP HIGHLIGHTS Identify and briefly summarize the key features of this year’s LCAP. REVIEW OF PERFORMANCE 2017–18 exec-lasso-nov16item01 Attachment 1 Page 2 of 23 Based on a review of performance on the state indicators and local performance indicators included in the LCFF Evaluation Rubrics, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students. GREATEST PROGRESS Referring to the LCFF Evaluation Rubrics, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement? GREATEST NEEDS Referring to the LCFF Evaluation Rubrics, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps? PERFORMANCE GAPS exec-lasso-nov16item01 Attachment 1 Page 3 of 23 INCREASED OR IMPROVED SERVICES If not previously addressed, identify the two to three most significant ways that the LEA will increase or improve services for low-income students, English learners, and foster youth. BUDGET SUMMARY Complete the table below. LEAs may include additional information or more detail, including graphics. DESCRIPTION AMOUNT Total General Fund Budget Expenditures for LCAP Year $ Total Funds Budgeted for Planned Actions/Services to Meet the Goals in the LCAP for LCAP Year $ The LCAP is intended to be a comprehensive planning tool but may not describe all General Fund Budget Expenditures. Briefly describe any of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP. $ Total Projected LCFF Revenues for LCAP Year exec-lasso-nov16item01 Attachment 1 Page 4 of 23 Annual Update LCAP Year Reviewed: XXXX–XX Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Goal 1 State and/or Local Priorities Addressed by this goal: STATE 1 2 COE 9 10 LOCAL 3 4 5 6 7 8 ______________________________________ ANNUAL MEASURABLE OUTCOMES EXPECTED ACTUAL ACTIONS / SERVICES Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed. Action 1 Empty Cell Empty Cell PLANNED ACTUAL BUDGETED ESTIMATED ACTUAL Actions/Services Expenditures ANALYSIS Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Empty Cell Draft exec-lasso-nov16item01 Attachment 1 Page 5 of 23 Describe the overall implementation of the actions/services to achieve the articulated goal. Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA. Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. exec-lasso-nov16item01 Attachment 1 Page 6 of 23 Stakeholder Engagement LCAP Year 2017–18 2018–19 2019–20 Empty Cell INVOLVEMENT PROCESS FOR LCAP AND ANNNUAL UPDATE 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 AND ANNNUAL UPDATE How did these consultations impact the LCAP for the upcoming year? exec-lasso-nov16item01 Attachment 1 Page 7 of 23 Goals, Actions, & Services Strategic Planning Details and Accountability Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed. New Modified Unchanged Goal 1 Empty Cell Empty Cell State and/or Local Priorities Addressed by this goal: STATE 1 2 COE 9 10 LOCAL 3 4 5 6 7 8 ______________________________________ Identified Need EXPECTED ANNUAL MEASURABLE OUTCOMES Metrics/Indicators Baseline 2017-18 2018-19 2019-20 exec-lasso-nov16item01 Attachment 1 Page 8 of 23 PLANNED ACTIONS / SERVICES Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed. Action 1 Empty Cell Empty Cell For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served Location(s) All Students with Disabilities All schools [Specific Student Group(s)]___________________ Specific Schools:___________________ Specific Grade spans:__________________ OR For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement: Students to be Served English Learners Foster Youth Scope of Services Location(s) All schools LEA-wide Low Income Schoolwide OR Specific Schools:___________________ Limited to Unduplicated Student Group(s) Specific Grade spans:__________________ ACTIONS/SERVICES 2017-18 New 2018-19 Modified Unchanged New 2019-20 Modified Unchanged New BUDGETED EXPENDITURES Empty Cell Empty Cell 2017-18 2018-19 2019-20 Amount Amount Amount Source Source Source Budget Reference Budget Reference Budget Reference Modified Unchanged exec-lasso-nov16item01 Attachment 1 Page 9 of 23 Demonstration of Increased or Improved Services for Unduplicated Pupils LCAP Year 2017–18 2018–19 2019–20 Estimated Supplemental and Concentration Grant Funds: $ Percentage to Increase or Improve Services: % Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEAwide use of funds (see instructions). exec-lasso-nov16item01 Attachment 1 Page 10 of 23 DRAFT Revised Local Control and Accountability Plan and Annual Update Template Instructions Addendum The Local Control and Accountability Plan (LCAP) and Annual Update Template documents and communicates local educational agencies’ (LEAs) actions and expenditures to support student outcomes and overall performance. For school districts and county offices of education, the LCAP is a three-year plan which is reviewed and updated in the second and third years of the plan. Charter schools may complete the LCAP to align with the term of the charter school’s budget, typically one year, which 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 students and each student group identified by the Local Control Funding Formula (LCFF) (ethnic, socioeconomically disadvantaged, English learners, foster youth, pupils with disabilities, and homeless youth), for each of the state priorities and any locally identified priorities. For county offices of education, the LCAP must describe, for each county office of educationoperated school and program, goals and specific actions to achieve those goals for all students and each LCFF student group funded through the county office of education (students attending juvenile court schools, on probation or parole, or expelled under certain conditions) 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 funded by a school district that are provided to students 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 (EC) 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 and actual expenditures are aligned. Charter schools must describe goals and specific actions to achieve those goals for all students and each LCFF subgroup of students including students with disabilities and homeless youth, for each of the state priorities that apply for the grade levels served or the nature of the program operated by the charter school, 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. Changes in LCAP goals and actions/services for charter schools that result from the annual update process do not necessarily constitute a material revision to the school’s charter petition. exec-lasso-nov16item01 Attachment 1 Page 11 of 23 For questions related to specific sections of the template, please see instructions below: Instructions: Linked Table of Contents Plan Summary Annual Update Stakeholder Engagement Goals, Actions, and Services Planned Actions/Services Demonstration of Increased or Improved Services for Unduplicated Students For additional questions or technical assistance related to completion of the LCAP template, please contact the local county office of education, or the CDE’s Local Agency Systems Support Office at: 916-319-0809 or by email at: lcff@cde.ca.gov. Plan Summary The LCAP is intended to reflect an LEA’s annual goals, actions, services and expenditures within a fixed threeyear planning cycle. LEAs must include a plan summary for the LCAP each year. When developing the LCAP, mark the appropriate LCAP year, and address the prompts provided in these sections. When developing the LCAP in year 2 or year 3, mark the appropriate LCAP year and replace the previous summary information with information relevant to the current year LCAP. In this section, briefly address the prompts provided. These prompts are not limits. LEAs may include information regarding local program(s), community demographics, and the overall vision of the LEA. LEAs may also attach documents (e.g., the LCFF Evaluation Rubrics data reports) if desired and/or include charts illustrating goals, planned outcomes, actual outcomes, or related planned and actual expenditures. An LEA may use an alternative format for the plan summary as long as it includes the information specified in each prompt and the budget summary table. The reference to LCFF Evaluation Rubrics means the evaluation rubrics adopted by the State Board of Education under EC Section 52064.5. Budget Summary The LEA must complete the LCAP Budget Summary table as follows:  Total LEA General Fund Budget Expenditures for the LCAP Year: This amount is the LEA’s total budgeted General Fund expenditures for the LCAP year. The LCAP year means the fiscal year for which an LCAP is adopted or updated by July 1. The General Fund is the main operating fund of the LEA and accounts for all activities not accounted for in another fund. All activities are reported in the General Fund unless there is a compelling reason to account for an activity in another fund. For further information please refer to the California School Accounting Manual (http://www.cde.ca.gov/fg/ac/sa/). (Note: For some charter schools that follow governmental fund accounting, this amount is the total budgeted expenditures in the Charter Schools Special Revenue Fund. For charter schools that follow the not-for-profit accounting model, this amount is total budgeted expenses, such as those budgeted in the Charter Schools Enterprise Fund.)  Total Funds Budgeted for Planned Actions/Services to Meet the Goals in the LCAP for the LCAP Year: This amount is the total of the budgeted expenditures associated with the exec-lasso-nov16item01 Attachment 1 Page 12 of 23 actions/services included for the LCAP year from all sources of funds, as reflected in the LCAP. To the extent actions/services and/or expenditures are listed in the LCAP under more than one goal, the expenditures should be counted only once.  Description of any use(s) of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP: Briefly describe expenditures included in total General Fund Expenditures that are not included in the total funds budgeted for planned actions/services for the LCAP year. (Note: The total funds budgeted for planned actions/services may include funds other than general fund expenditures.)  Total Projected LCFF Revenues for LCAP Year: This amount is the total amount of LCFF funding the LEA estimates it will receive pursuant to EC sections 42238.02 (for school districts and charter schools) and 2574 (for county offices of education), as implemented by EC sections 42238.03 and 2575 for the LCAP year respectively. Annual Update The planned goals, expected outcomes, actions/services, and budgeted expenditures must be copied verbatim from the previous year’s* approved LCAP. Minor typographical errors may be corrected. * For example, for LCAP year 2017/18 of the 2017/18 – 2019/20 LCAP, review the goals in the 2016/17 LCAP. Moving forward, review the goals from the most recent LCAP year. For example, LCAP year 2020/21 will review goals from the 2019/20 LCAP year, which is the last year of the 2017/18 – 2019/20 LCAP. Annual Measurable Outcomes For each goal in the prior year, identify and review the actual measurable outcomes as compared to the expected annual measurable outcomes identified in the prior year for the goal. Actions/Services Identify the planned Actions/Services and the budgeted expenditures to implement these actions toward achieving the described goal. Identify the actual actions/services implemented to meet the described goal and the estimated actual annual expenditures to implement the actions/services. As applicable, identify any changes to the students or student groups served, or to the planned location of the actions/services provided. Analysis Using actual annual measurable outcome data, including data from the LCFF Evaluation Rubrics, analyze whether the planned actions/services were effective in achieving the goal. Respond to the prompts as instructed.  Describe the overall implementation of the actions/services to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process.  Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.  Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Minor variances in expenditures or a dollar-for-dollar accounting is not required. exec-lasso-nov16item01 Attachment 1 Page 13 of 23  Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the data provided in the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP. Stakeholder Engagement Meaningful engagement of parents, students, and other stakeholders, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. Education Code identifies the minimum consultation requirements for school districts and county offices of education as consulting with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing the LCAP. Education Code requires charter schools to consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the LCAP. 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 LEAs should request input from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, student 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: The stakeholder engagement process is an ongoing, annual process. The requirements for this section are the same for each year of a three-year LCAP. When developing the LCAP, mark the appropriate LCAP year, and describe the stakeholder engagement process used to develop the LCAP and Annual Update. When developing the LCAP in year 2 or year 3, mark the appropriate LCAP year and replace the previous stakeholder narrative(s) and describe the stakeholder engagement process used to develop the current year LCAP and Annual Update. School districts and county offices of education: Describe the process used to consult with the Parent Advisory Committee, the English Learner Parent Advisory Committee, parents, students, school personnel, the LEA’s local bargaining units, and the community to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year. Charter schools: Describe the process used to consult with teachers, principals, administrators, other school personnel, parents, and students to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year. Describe how the consultation process impacted the development of the LCAP and annual update for the indicated LCAP year, including the goals, actions, services, and expenditures. Goals, Actions, and Services LEAs must include a description of the annual goals, for all students and each LCFF identified group of students, 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. School districts and county offices of education: The LCAP is a three-year plan, which is reviewed and updated annually, as required. Charter schools: The number of years addressed in the LCAP may align with the term of the charter schools budget, typically one year, which is submitted to the school’s authorizer. If year 2 and/or year 3 is not applicable, charter schools must specify as such. New, Modified, Unchanged As part of the LCAP development process, which includes the annual update and stakeholder engagement, indicate if the goal, identified need, related state and/or local priorities, and/or expected exec-lasso-nov16item01 Attachment 1 Page 14 of 23 annual measurable outcomes for the current LCAP year or future LCAP years are modified or unchanged from the previous year’s LCAP; or, specify if the goal is new. Goal State the goal. LEAs may number the goals using the “Goal #” box for ease of reference. A goal is a broad statement that describes the desired result to which all actions/services are directed. A goal answers the question: What is the LEA seeking to achieve? 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 applicable to the type of LEA, and any additional local priorities; however, one goal may address multiple priorities. (Link to State Priorities) Identified Need Describe the needs that led to establishing the goal. The identified needs may be based on quantitative or qualitative information, including, but not limited to, results of the annual update process or performance data from the LCFF Evaluation Rubrics, as applicable. Expected Annual Measurable Outcomes For each LCAP year, identify the metric(s) or indicator(s) that the LEA will use to track progress toward the expected outcomes. LEAs may identify metrics for specific student groups. Include in the baseline column the most recent data associated with this metric or indicator available at the time of adoption of the LCAP for the first year of the three-year plan. The most recent data associated with a metric or indicator includes data as reported in the annual update of the LCAP year immediately preceding the three-year plan, as applicable. The baseline data shall remain unchanged throughout the three-year LCAP. In the subsequent year columns, identify the progress to be made in each year of the three-year cycle of the LCAP. Consider how expected outcomes in any given year are related to the expected outcomes for subsequent years. The metrics may be quantitative or qualitative, but at minimum an LEA must use the applicable required metrics for the related state priorities, in each LCAP year as applicable to the type of LEA. For the student engagement priority metrics, as applicable, LEAs must calculate the rates as described in the LCAP Template Appendix, sections (a) through (d). Planned Actions/Services For each action/service, the LEA must complete either the section “For Actions/Services not contributing to meeting Increased or Improved Services Requirement” or the section “For Actions/Services Contributing to Meeting the Increased or Improved Services Requirement.” The LEA shall not complete both sections for a single action. For Actions/Services Not Contributing to Meeting the Increased or Improved Services Requirement Students to be Served The “Students to be Served” box is to be completed for all actions/services except for those which are included by the LEA as contributing to meeting the requirement to increase or improve services for unduplicated students. Indicate in this box which students will benefit from the actions/services by checking “All”, “Students with Disabilities”, or “Specific Student Group(s)”. If “Specific Student Group(s)” is checked, identify the specific student group(s) as appropriate. exec-lasso-nov16item01 Attachment 1 Page 15 of 23 Location(s) Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must indicate “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must mark “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate. Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by selecting “Specific Schools” and identify the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP. For Actions/Services Contributing to Meeting the Increased or Improved Services Requirement: Students to be Served For any action/service contributing to the LEA’s overall demonstration that it has increased or improved services for unduplicated students above what is provided to all students (see Demonstration of Increased or Improved Services for Unduplicated Students section, below), the LEA must identify the unduplicated student group(s) being served. Scope of Service For each action/service contributing to meeting the increased or improved services requirement, identify scope of service by indicating “LEA-wide”, “Schoolwide”, or “Limited to Unduplicated Student Group(s)”. The LEA must select one of the following three options:  If the action/service is being funded and provided to upgrade the entire educational program of the LEA, place a check mark next to “LEA-wide.”  If the action/service is being funded and provided to upgrade the entire educational program of a particular school or schools, place a check mark next to “schoolwide”.  If the action/service being funded and provided is limited to the unduplicated students identified in “Students to be Served”, place a check mark next to “Limited to Student Groups”. For charter schools and single-school school districts, “LEA-wide” and “Schoolwide” may be synonymous and, therefore, either would be appropriate. For charter schools operating multiple schools (determined by a unique CDS code) under a single charter, use “LEA-wide” to refer to all schools under the charter and use “Schoolwide” to refer to a single school authorized within the same charter petition. Charter schools operating a single school may use “LEA-wide” or “Schoolwide” provided these terms are used in a consistent manner through the LCAP. Location(s) Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must indicate “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must mark “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate. Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by selecting “Specific Schools” and identify the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP. exec-lasso-nov16item01 Attachment 1 Page 16 of 23 Actions/Services For each LCAP year, identify the actions to be performed and services provided to meet the described goal. Actions and services that are implemented to achieve the identified goal may be grouped together. LEAs may number the action/service using the “Action #” box for ease of reference. New/Modified/Unchanged:  Check “New” if the action/service is being added in any of the three years of the LCAP to meet the articulated goal.  Check “Modified” if the action/service was included to meet an articulated goal and has been changed or modified in any way from the prior year description.  Check “Unchanged” if the action/service was included to meet an articulated goal and has not been changed or modified in any way from the prior year description. o If a planned action/service is anticipated to remain unchanged for the duration of the plan, an LEA may check “Unchanged” and leave the subsequent year columns blank rather than having to copy/paste the action/service into the subsequent year columns. Budgeted expenditures may be treated in the same way as applicable. Note: The goal from the prior year may or may not be included in the current three-year LCAP. For example, when developing year 1 of the LCAP, the goals articulated in year 3 of the preceding three-year LCAP will be from the prior year. 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. Accordingly, a charter school submitting a one-year budget to its authorizer may choose not to complete the year 2 and year 3 portions of the Goals, Actions, and Services section of the template. If year 2 and/or year 3 is not applicable, charter schools must specify as such. 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. Expenditures that are included more than once in an LCAP must be indicated as a duplicated expenditure and include a reference to the goal and action/service where the expenditure first appears in the LCAP. If a county superintendent of schools has jurisdiction over a single school district, and chooses to complete a single LCAP, the LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted expenditures are aligned. Demonstration of Increased or Improved Services for Unduplicated Students This section must be completed for each LCAP year. When developing the LCAP in year 2 or year 3, copy the Demonstration of Increased or Improved Services for Unduplicated Students table and mark the appropriate LCAP year. Using the copy of the table, complete the table as required for the current year LCAP. Retain all prior year tables for this section for each of the three years within the LCAP. Estimated Supplemental and Concentration Grant Funds exec-lasso-nov16item01 Attachment 1 Page 17 of 23 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 students as determined pursuant to 5 CCR 15496(a) (5). 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 students in the LCAP year as calculated pursuant to 5 CCR 15496(a)(7). Consistent with the requirements of 5 CCR 15496, describe how services provided for unduplicated pupils are increased or improved by at least the percentage calculated as compared to services provided for all students in the LCAP year. To improve services means to grow services in quality and to increase services means to grow services in quantity. This description must address how the action(s)/service(s) limited for one or more unduplicated student group(s), and any schoolwide or districtwide action(s)/service(s) supported by the appropriate description, taken together, result in the required proportional increase or improvement in services for unduplicated pupils. If the overall increased or improved services include any actions/services being funded and provided on a schoolwide or districtwide basis, identify each action/service and include the required descriptions supporting each action/service as follows. For those services being provided on an LEA-wide basis:  For school districts with an unduplicated pupil percentage of 55% or more, and for charter schools and county offices of education: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities.  For school districts with an unduplicated pupil percentage of less than 55%: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities. Also describe how the services are the most effective use of the funds to meet these goals for its unduplicated pupils. Provide the basis for this determination, including any alternatives considered, supporting research, experience or educational theory. For school districts only, identify in the description those services being funded and provided on a schoolwide basis, and include the required description supporting the use of the funds on a schoolwide basis:  For schools with 40% or more enrollment of unduplicated pupils: Describe how these services are principally directed to and effective in meeting its goals for its unduplicated pupils in the state and any local priorities.  For school districts expending funds on a schoolwide basis at a school with less than 40% enrollment of unduplicated pupils: Describe how these services are principally directed to and how the services are the most effective use of the funds to meet its goals for English learners, low income students and foster youth, in the state and any local priorities. exec-lasso-nov16item01 Attachment 1 Page 18 of 23 State Priorities Priority 1: Basic Services 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: Implementation of State Standards addresses: A. The implementation of state board adopted academic content and performance standards for all students, which are: a. English Language Arts – Common Core State Standards for English Language Arts b. Mathematics – Common Core State Standards for Mathematics c. English Language Development d. Career Technical Education e. Health Education Content Standards f. History-Social Science g. Model School Library Standards h. Physical Education Model Content Standards i. Next Generation Science Standards j. Visual and Performing Arts k. World Language; 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 addresses: A. The efforts the school district makes to seek parent input in making decisions for the school district and each individual school site; 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 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 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 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 exec-lasso-nov16item01 Attachment 1 Page 19 of 23 school connectedness. Priority 7: Course Access addresses the extent to which pupils have access to and are enrolled in: A. S 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 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) addresses how the county superintendent of schools will coordinate instruction of expelled pupils Priority 10. Coordination of Services for Foster Youth (COE Only) 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. exec-lasso-nov16item01 Attachment 1 Page 20 of 23 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, as applicable to type of LEA, 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. (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). exec-lasso-nov16item01 Attachment 1 Page 21 of 23 (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,; 20 U.S.C. Sections 6312 and 6314. exec-lasso-nov16item01 Attachment 1 Page 22 of 23 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 school sites 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, courtappointed 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, or 47606.5, as applicable, 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)? exec-lasso-nov16item01 Attachment 1 Page 23 of 23 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? exec-lasso-nov16item01 Attachment 1 Page 24 of 23 Guiding Questions: Goals, Actions, and Services 1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”: Basic Services (Priority 1), the Implementation of State Standards (Priority 2), and Course Access (Priority 7)? 2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”: Pupil Achievement (Priority 4), Pupil Outcomes (Priority 8), Coordination of Instruction of Expelled Pupils (Priority 9 – COE Only), and Coordination of Services for Foster Youth (Priority 10 – COE Only)? 3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement”: Parental Involvement (Priority 3), Pupil Engagement (Priority 5), and School Climate (Priority 6)? 4) What are the LEA’s goal(s) to address any locally-identified priorities? 5) How have the unique needs of individual school sites been evaluated to inform the development of meaningful district and/or individual school site goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; indepth school level data analysis, etc.)? 6) What are the unique goals for unduplicated pupils as defined in Education Code sections 42238.01 and bgroups 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 school sites? 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 school sites, 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? Prepared by the California Department of Education, October 2016