In July 2013, Governor Brown signed into law a new way to distribute funds to California school districts. The Local Control Funding Formula (LCFF) changed the funding formula for public education and requires school districts to develop a Local Control and Accountability Plan (LCAP). The LCAP is a three year plan that aligns the District’s educational goals with financial resources. The LCAP is a critical part of the new Local Control Funding Formula (LCFF). Under LCFF, school districts serving high-needs students receive additional funds, based on the number and percentages of high-needs students they serve. Supplemental LCFF funds are allocated to support students who qualify as low-income (as measured by their eligibility for free or reduced-price lunch), children in foster care and students who are English language learners.
Under the LCFF, all Local Educational Agencies (LEAs) are required to adopt an LCAP, which describes how they intend to meet annual goals for all pupils, with specific activities to address state and local priorities identified pursuant to Education Code Section 52060(d)
California school districts must engage parents, students, educators, employees, and the community to develop the district’s LCAP. The LCAP will describe the school district’s overall vision for students, annual goals and specific actions that will be taken to achieve the vision and goals. The LCAP must focus on eight areas identified as state priorities. The plan will also demonstrate how the district’s budget will help achieve the goals, and will annually assess how well the strategies in the plan were able to improve outcomes.
There are eight areas for which school districts, with parents and community input, must establish goals and actions, district-wide and also for each school.
The areas are:
Providing all students access to fully credentialed teachers, instructional materials that align with state standards, and safe facilities.
Implementation of California’s academic standards, including the Common Core State Standards in English language arts and math, Next Generation Science Standards, English language development, history social science, visual and performing arts, health education, and physical education standards.
Parent involvement and participation, so the local community is engaged in the decision-making process and the educational programs of students.
Improving student achievement and outcomes along multiple measures, including test scores, English proficiency and college and career preparedness.
Supporting student engagement, including whether students attend school or are chronically absent.
Highlighting school climate and connectedness through a variety of factors, such as suspension and expulsion rates and other locally identified means.
Ensuring all students have access to classes that prepare them for college and careers, regardless of what school they attend or where they live.
Measuring other important student outcomes related to required areas of study, including physical education and the arts. In addition to these eight areas, a district may also identify and incorporate in its plan goals related to its own local priorities.
The District will gather information from SDUHSD staff, students, parents and the local community through online surveys and district advisory groups from October 2017 through April 2018. In April and May, the school district will share the 2017-18 LCAP annual update and 2017-2020 LCAP with parents, school staff, and community members to gather feedback. The LCAP will be reviewed by the District Parent Site Rep. Council and the District English Learner Advisory Committee, with the final plan to be approved by the Board of Trustees in June 2018. The District will update the three year plan annually and make adjustments to goals and actions as needed based on stakeholder feedback and data review.
The purpose of the SPSA is to coordinate all educational services at the school. The SPSA shall, at a minimum, address how funds will be used to improve the academic performance of all pupils. School goals shall be based upon an analysis of verifiable state data. To set school goals, the SSC should carefully review district priorities as stated in the District LCAP, and assess both state and local student achievement data to evaluate the effectiveness of instructional programs.
The SPSA involves a continuous development, implementation, and monitoring cycle. The starting date of the annual planning cycle is a local decision. However, every school needs to have an approved plan guiding the work of the school. The SSC should develop a calendar of tasks and meetings to seek input from applicable advisory committees to develop the plan. The steps of this continuous cycle are:
Analyze student achievement data, summarize conclusions, and identify needs.
Measure effectiveness of current improvement strategies to determine critical causes of student underachievement.
Identify a limited number of achievement goals, key improvement strategies to achieve goals and fiscal resources.
Identify timelines, personnel responsible, proposed expenditures, and funding sources to implement the plan.
Recommend the SPSA to the local governing board.
Receive local governing board approval and implement the plan.
Monitor and evaluate effectiveness of the implementation.
The new LCFF and LCAPs provide a great opportunity for parents to engage in the decisions that impact their children and schools.
You can start now by thinking about the eight state priority areas and what you would like to see as goals for our school district and each of its schools.
California Department of Education
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