Local Control Accountability Plan-LCAP

Some slides are provided by School Services of California (SSC)

LCAP Timelines • February to March Strategic Planning Meeting at School Sites • Stakeholders Engagement-Opportunity for public input • February 14 • District staff to attend a PCOE –LCAP workshop planning meeting • Month of March • Draft the Local Control Accountability Plan • May 1st thru 9th • Review and finalize LCAP for Board • May 13 • LCAP template submitted for Board Meeting • May 20 • Board of Trustee Public Hearing for LCAP • June 24 • Placer Union High School District Board of Trustees adopt the 3-

year LCAP • PUHSD Board of Trustees adopt the 2014-15 Preliminary Budget aligned

to the LCAP

• The new funding formula shifts to a system of accountability based

upon local needs, measured by progress toward annual goals, and explicitly linked to the Local Education Agency’s budget as designed in the LCAP • The funding is no longer considered restricted and unrestricted,

revenue limit and categorical • We are no longer implementing the state’s plan for eligible students;

instead, we must develop a plan locally that achieves improved results • The LCFF accountability system requires that the District develop a

three-year LCAP and update it annually • The LCAP is intended to be a comprehensive plan • School site plans and the Single Plan for Student Achievement must align

with the LCAP

New way of Thinking The new system requires us to think first about outcomes

What are our expectations for students? What programs and services are achieving desired results?

What are our achievement goals and what must we do to improve the conditions of learning, increase engagement, and improve school climate?

What can we accomplish in three years? How will we measure our progress?

Based on the resources available, what actions and activities will we implement next year?

Program Decisions

Out with the Old, In with the New • Old rules: • How much money is in categorical programs? • What are we allowed to use it for? • How do we comply with state law? • What are the audit requirements and penalties?

• New rules: • What priorities have we set within our community? • Have we defined student expectations and outcomes as well as key

elements of operation of the program? • What do our professional teachers, administrators, and classified employees advise? • How will we measure success? • The motive and tone of the discussion changes for the better of our

students

A complete Mind Shift Empowerment Model Community Involvement

Policy Funding Program Rules

Local Board Sets Policy State Provides Funding Local Board Empowers Schools Results Reported to Public

Local Board Implementation

Board Revises Policy

School Site Performance

Focus on Students

Audits and Compliance Reviews

Compliance Model

Student Achievement

LCAP Requirements • Identify goals based on state priorities for all students, “numerically

significant subgroups”, students with disabilities, and eligible students • Meaningful engagement of parents, students, local bargaining units and

other stakeholders is not only important but it is a statutory requirement • The District will have to demonstrate evidence of stakeholder engagement, describe

how stakeholders were involved, and what impact that engagement had on the development of the plan • Identify specific actions we will implement in accomplishing the goal • Show evidence of a needs assessment • Data, both quantitative and qualitative, will inform your plan goals

• List annual actions that we will implement in accomplishing the goal • Describe expenditures in support of the annual actions and where they can

be found in the budget

Student Engagement

Student Outcomes

Student Achievement

Areas of State Priorities

School Climate

Parental involvement

ALL pupils have access to broad course of study

Compliance with Williams Requirements

Common Core State Standards

State Priorities 1) 2)

3) 4)

Compliance with Williams Act criteria – instructional materials, teacher assignments and credentials, facilities Implementation of SBE adopted academic content standards, including programs and services for English Learners to access the common core and ELD standards Parental involvement Student Achievement – statewide assessments, API, completion of A-G requirements, CTE sequences and AP courses, EL progress toward proficiency, college preparation (Early Assessment Program)

Student engagement – attendance, dropout and graduation rates 6) School climate – suspension and expulsion rates, etc. 7) Access, including for subgroup, to a broad course of study in specified subject areas 8) Student outcomes in specified subject areas 5)