Local Control Accountability plans

1. Presented By: Mickey Porter Asst. Supt. Local Control Accountability plans Initial overview December 19, 2013 Presentation prepared with templates and resources from Shasta County Office of Education, in conjunction with the CISC Accountability Subcommittee

2. What’s in a Name?? • L • C • A • P

3. Language and Cultural Access Program Licking County Aging Program Lawn Care Association of Pennsylvania Leaving Certificate Applied Programme Lung Cancer Associated Protein Loosely Coupled Array of Processors London Coalition Against Pesticides Literacy Curriculum Alignment Project Library Cache Auditing Protocol Landfill Closure Assistance Program Low Combat Air Patrol Land Conservation in Asia and the Pacific Libraries Cooperative Automated Project Lilac Crowned Amazon Parrot Logistics Civil Augmentation Program

4. Suggested Norms for Today • Interrogate Reality • Provoke Learning • Tackle Tough Challenges • Enrich Relationships Source: Fierce Conversations by Susan Scott

5. Rules of engagement • Engage with electronics • Engage with each other when “group talk” • Engage with the content when “information dump” • Engage as a learner

6. Plan for Today • Brief Overview of DRAFT LCAP • Section 1: Stakeholder Engagement • Stakeholder Engagement Ideas • Section 2: Goals and Progress Indicators • Classification of Students • Review the 8 State Priorities • Ties to Other Plans • LCAP Adoption Process • Suggested Actions

7. What does this interaction look like in your district??

8. Empowerment MODEL

9. LCAP Elements Stakeholder Engagement Goals and Progress Indicators Actions, services, and expenditures

10. Lcap timeline 3 year plan, updated annually, effective 2014-15

11. AB 1200 & Lcap LCFF does not change timelines under the AB 1200 fiscal oversight process.

12. TimelineCounty Superintendent Process and Timeline to Reviewand Approve District Budgets and LCAPs

13. LEA Plans • The LCAP template will be developed in a manner that meets both the LCAP requirements and the federal requirements. • The SBE will take steps to minimize duplication of effort at the local level to the greatest extent possible. [EC Section 52064] • LEAs in Program Improvement must continue to meet current LEA Plan requirements. [EC Section 1116(c)(7)]

14. School site plans • Specific actions included in the LCAP, or the annual update of the LCAP, must be consistent with the strategies included in school plans. [EC Section 64001] • Districts are responsible for reviewing school site plans to ensure this consistency.

15. Section 1 Stakeholder Engagement

16. Adopting and Updating the LCAP 4 3 2 1 • Adoption of Plan: • Adopted concurrent with the LEA’s budget • Submitted to COE for approval • Posted on district website • COE posts LCAP for each district/school or a link to the LCAP • Opportunity for public input: • Notice of the opportunity to submit written comment • Public hearing • Superintendent must respond in writing to comments received • Present for review • and comment to: • Parent advisory committee • English learner parent advisory committee • Superintendent must respond in writing to comments received • Consultation with: • Teachers • Principals • Other School personnel • Bargaining Units • Pupils • Parents

17. Ed code for stakeholder involvement Stakeholder Engagement Guiding Questions • How have parents, community members, students, and other stakeholders been engaged and involved in developing, reviewing, and supporting implementation of the LCAP? • How has the involvement of stakeholders supported improved performance and outcomes for students? • “A governing board of a school district shall consult with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing a local control and accountability plan.” [EC 52060(g)]

18. Parent advisory Must include parents/guardians that meet one or more of these criteria AND Pre-existing committees can be used if requirements are met: Parent Advisory Committee ELAC/DELAC

19. What is Stakeholder Engagement? “An ongoing system through which education leaders meaningfully connect with, learn from and communicate with individuals and groups.” Source: Thoughtstream“Five Criteria For Effective Stakeholder Engagement in Education” 2013 “ Engagement must be deliberate and systematic, and stakeholders should have an influence throughout the decision making process, not just at the end.” Source: Thoughtstream“Five Criteria For Effective Stakeholder Engagement in Education” 2013 How does this differ from Shared Decision Making and/or Information Sharing?

20. Four Phases of Engagement • Planning – determining what decisions will be affected, who the participants are, settling on the right questions to ask. • Participation – learning from each other and setting priorities. • Analysis – consolidating all the input. • Sharing – encapsulating and distributing results. Source: Thoughtstream“Five Criteria For Effective Stakeholder Engagement in Education” 2013

21. Five Criteria for A Successful Engagement System • Fast – Quick to set up and deploy • Flexible – Easy to use at a reasonable cost • Accessible – To users and stakeholders • Controlled – You manage the what, when, how • Transparent – Feedback to stakeholders throughout the engagement cycle Source: Thoughtstream“Five Criteria For Effective Stakeholder Engagement in Education” 2013

22. Source: Thoughtstream“Five Criteria For Effective Stakeholder Engagement in Education” 2013

24. Stakeholder engagement plan

25. Section 2 Goals and progress indicators

26. Classification of students English Learners (EL) Low Income (LI) Qualify based on free and reduced price meals Foster Youth are automatically eligible • Based on Home language survey and California English Language Development Test (CELDT) • Reclassified students (Fluent English Proficient) will no longer generate additional funding

27. Subgroups Racial/Ethnic Subgroups* Other Subgroups English Learners* Low Income* Foster Youth = 15 students Students with Disabilities* • Black or African American • American Indian or Alaska Native • Asian • Filipino • Hispanic or Latino • Native Hawaiian or Pacific Islander • White • Two or more races *Numerically significant student subgroups in the district = 30 students

28. CALPADS Data Collection • EL, LI, & FY Students enrolled on the fall Census Day will be used as the basis for supplemental and concentration grants. • Certification was due: December 17th • Amendment window closes: February 7th • Hint: Check out TBDs……

29. New: COE review of student data • SB 97 requires COEs to “review and validate reported English learner, foster youth, and free or reduced-price meal eligible pupil data for school districts and charter schools under its jurisdiction to ensure the data is reported accurately.”

30. THE 8 state priorities • Basic Services • Implementation of Content & Performance Standards • Parental Involvement & Input • Student Achievement • Student Engagement • School Climate • Course Access • Other Student Outcomes Groupings Key: Conditions of Learning Pupil Outcomes Engagement

31. Priority 1: Basic Services Priority 2: Implementation of Content & Performance Standards Priority 7: Course Access Conditions OF Learning

32. Priority 1: Basic Services Proper teaching assignments & proper credentials for instructional staff School facilities maintained and in good repair Williams’ Act Requirements for all Schools Sufficiency of standards-aligned instructional materials

33. Priority 1:Basic Services Where do we want to be in 3 years? How do these goals relate to the state priorities and locally identified priorities? Needs Analysis Goals • What data are we collecting? • Do we already have an implementation plan that we can use to chart progress? • What data do we want to begin to use and track to show improvement over time?

34. Priority 2:Implementation of Content & Performance Standards Common Core State Standards English Language Development Standards

35. Priority 2:Implementation of Content & Performance Standards Where do we want to be in 3 years? How do these goals relate to the state priorities and locally identified priorities? How are subgroups addressed? Needs Analysis Goals • What data are we collecting? • Do we already have an implementation plan that we can use to chart progress? • What data do we want to begin to use and track to show improvement over time?

36. Common coreimplementation Supports Priority 2: Implementation of Content & Performance Standards LINK: http://www.ccsesa.org/index/attachments/LeadPlanGuide_WEB.pdf

37. Priority 7:Course AccessGrades K-6 Definition Scope for K-6 English Language Arts Mathematics History/Social Sciences Science Visual and Performing Arts Heath Physical Education The extent to which ALL students have access to, and are enrolled in, a broad course of study, including the programs and services developed and provided to unduplicated pupils and individuals with exceptional needs, and the program and services that are provided to benefit these pupils.

38. Priority 7:Course AccessGrades 7-12 Definition Scope for Grades 7-12 English Mathematics History/Social Sciences Science Foreign Language Physical Education Visual and Performing Arts Applied Arts Career Technical Education The extent to which ALL students have access to, and are enrolled in, a broad course of study, including the programs and services developed and provided to unduplicated pupils and individuals with exceptional needs, and the program and services that are provided to benefit these pupils.

39. Priority 7:Course Access Needs Analysis Goals • What data are we collecting? • What data do we want to begin to use and track to show improvement over time? • Where do we want to be in 3 years for all students and for special populations?

40. Priority 4 : Student Achievement Priority 8: Other Student Outcomes PUPIL OUTCOMES

41. Priority 4:Student Achievement All Districts Districts with High School A-G completers or CTE sequences/clusters of courses and align with state board-approved CTE standards Students who have passed an AP exam with a score of 3 or higher Students who demonstrate college preparedness on the Early Assessment Program* • Statewide assessments • The Academic Performance Index • English learners who make progress toward English proficiency as measured by the CELDT* • English learner reclassification rate *or any subsequent assessment

42. Priority 4:Student Achievement Needs Analysis Goals • What data are we collecting? • What data do we want to begin to use and track to show improvement over time? • Where do we want to be in 3 years with all students and with special populations?

43. Priority 8:Other Student OutcomesGrades K-6 Student Outcomes, if available in: English Language Arts Mathematics History/Social Sciences Science Visual and Performing Arts Heath Physical Education Technology Integration

44. Priority 8:Other Student OutcomesGrades 7-12 Student Outcomes, if available in: English Mathematics History/Social Sciences Science Foreign Language Physical Education Visual and Performing Arts Applied Arts Career Technical Education Technology Integration

45. Priority 8:Other Student Outcomes Needs Analysis Goals • What data are we collecting? • What data do we want to begin to use and track to show improvement over time? • Where do we want to be in 3 years with all students and special populations?

46. Priority 3: Parent Involvement & Input Priority 5: Student Engagement Priority 6: School Climate ENGAGEMENT

47. Priority 3:Parent Involvement & Input Seek Parent Input for promoting parental participation in programs for: • Low income • English learners • Foster Youth • Students with exceptional needs Seek Parent Input for District Decisions Seek Parent Input for School Site Decisions

48. Priority 3:Parent Involvement & Input Needs Analysis Goals • What data are we collecting? • What data do we want to begin to use and track to show improvement over time? • Where do we want to be in 3 years?

49. Priority 5:Student Engagement Districts with Middle School • Middle School Dropout Rates All Districts • School Attendance • Chronic Absenteeism Rates Districts with High Schools • High School Dropout Rates • High School Graduation Rates

50. Priority 5:Student Engagement Needs Analysis Goals • What data are we collecting? • What data do we want to begin to use and track to show improvement over time? • Where do we want to be in 3 years with all students and with special populations?